Learning How to Learn Science: Metacognition in post-secondary physics education for bioscience majors

在这个项目中，马里兰州大学物理教育研究小组（UMD-PERG）的一个跨学科小组和一个由生物学家和生物学教育专家组成的咨询小组正在进行大学生科学学习的基础研究。 对元学习的强调框架了团队的方法。 这包括元认知，认识论，期望，以及广泛而强大的心理模型的构建;简而言之，学习超越内容，帮助学生理解学习科学意味着什么以及如何有效地学习科学。 该项目正在研究学生学习思考科学的基本问题;修改目前的最佳做法学习环境，使其成为在大型讲座环境中教授元学习的有效工具;开发调查工具，以便记录和评估大班学生元学习态度和技能的状况。 这项研究工作的“实验室”是一个基于代数的物理课程，该项目建立在UMD-PERG在高中和基于微积分的大学物理课程中研究学生元学习的早期工作的基础上。

In this project, a cross-disciplinary team of the University of Maryland Physics Education Research Group (UMD-PERG) and an advisory team of biologists and biology-oriented education specialists is carrying out basic research in science learning among college-level bioscience students. An emphasis on meta-learning frames the approach of the team. This includes metacognition, epistemologies, expectations, and the construction of broad and powerful mental models; in short learning that goes beyond content and helps students understand what it means to learn science and how to learn it effectively. The project is studying student learning of fundamental issues in thinking about science; modifying current best-practices learning environments to make them effective tools for teaching meta-learning in a large-lecture enviornment; and developing survey tools to permit the documentation and evaluation of the state of student meta-learning attitudes and skills in large classes. The "laboratory" for this research effort is an algebra-based physics course, and the project builds on earlier work of the UMD-PERG in studying student meta-learning in high school and calculus-based university physics classes.