Effect of Teaching Metacognitive Learning Strategies on Performance in General Chemistry Courses
Effect of Teaching Metacognitive Learning Strategies on Performance in General Chemistry Courses
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DOI：
10.1021/ed300686h
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发表时间：
2013-08-01
影响因子：
3
通讯作者：
McGuire, Saundra Y.
中科院分区：
文献类型：
--
作者：
Cook, Elzbieta;Kennedy, Eugene;McGuire, Saundra Y.
大学生经常发现普通化学是他们在各种科学，技术和数学学科获得学位的道路上非常具有挑战性的仪式。作为教师，我们努力同时填补学生先前知识的空白，并灌输有价值的学习策略和良好的学习习惯。在本文中，我们描述了有效的元认知学习策略的学生在普通化学课程。许多学生遇到困难，因为他们专注于记忆事实和公式，而不是理解概念和发展解决问题的技能。然而，如果学生被教导如何将他们的努力从低级思维转移到高级思维，他们是可以成功的。我们目前的成果，从50分钟的讲座学习策略提出了近700个科学专业的一年级学生的人口后，第一次考试。参加讲座的学生的平均期末成绩比缺席的学生高出整整一个字母，而两组学生在第一次考试中的表现没有统计学上的显著差异。学生的调查反应数据表明，参加讲座的学生改变了他们的行为，因为获得了关于学习的新信息。使用ANCOVA方法对结果进行统计分析。
College students often find general chemistry to be a very challenging rite of passage on their way to degrees in various science, technology, and mathematics disciplines. As teachers, we make efforts to simultaneously patch gaps in students' prior knowledge and instill valuable learning strategies and sound study habits. In this paper, we describe effective metacognitive learning strategies for students in general chemistry courses. Many students experience difficulty because they are focused on memorizing facts and formulas instead of understanding concepts and developing problem-solving skills. However, students can be successful if they are taught how to shift their efforts from low-level to higher-order thinking. We present outcomes from a 50 min lecture on learning strategies presented to a population of nearly 700 science major first-year students after the first examination. The average final grade for the students who attended the lecture was a full letter grade higher than that of those who were absent, while the performance on the first examination was not statistically significantly different for the two groups. Student survey response data indicated that the students who attended the lecture changed their behavior as a result of gaining new information about learning. Statistical analysis of the results was performed using the ANCOVA approach.