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Updated: May 11, 2026

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Expanding a learner-centered environment using group reports and constructivist portfolios.

R J Buxeda1, D A Moore

  • 1Department of Biology and.

Microbiology Education
|May 9, 2013
PubMed
Summary
This summary is machine-generated.

This study enhanced microbial physiology education using cooperative learning and portfolios. Students reported increased content knowledge, improved self-awareness, and better reflection skills compared to traditional methods.

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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Last Updated: May 11, 2026

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Area of Science:

  • Microbiology Education
  • Scientific Pedagogy

Background:

  • Traditional microbial physiology courses often fail to fully engage students or develop essential research and communication skills.
  • There is a need for innovative teaching methodologies that foster deeper understanding and metacognition.

Purpose of the Study:

  • To transform microbial physiology education by integrating diverse learning strategies.
  • To enhance students' self-awareness, research techniques, communication abilities, metacognition, and teamwork.
  • To prepare students effectively for future scientific careers.

Main Methods:

  • Implemented a constructivist learning environment through in-class portfolios.
  • Incorporated cooperative learning strategies and field trips to cater to diverse learning styles.
  • Modified the entire class structure to build upon students' prior knowledge.

Main Results:

  • Students reported high satisfaction with the revised teaching and learning process.
  • Evaluations indicated increased content knowledge acquisition compared to traditional classes.
  • Students demonstrated enhanced ability for self-reflection on their learning.

Conclusions:

  • The integrated teaching methodology significantly improved student learning outcomes and satisfaction in microbial physiology.
  • Constructivist approaches, cooperative learning, and portfolios are effective in enhancing scientific education.
  • The study highlights the benefits of pedagogical innovation in preparing students for scientific careers.