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Related Concept Videos

Metacognition01:26

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Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
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When in group settings, we are often influenced by the thoughts, feelings, and behaviors around us. Groupthink is another phenomenon of conformity where modification of the opinions of members in a group aligns with what they believe is the group consensus (Janis, 1972). In such situations, the group often takes action that individuals would not perform outside the group setting because groups make more extreme decisions than individuals do. Moreover, groupthink can hinder opposing trains of...
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Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
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Another way in which a group presence can affect performance is social loafing—the exertion of less effort by a person working together with a group. Social loafing occurs when our individual performance cannot be evaluated separately from the group. Thus, group performance declines on easy tasks (Karau & Williams, 1993). Essentially individual group members loaf and let other group members pick up the slack. Because each individual’s efforts cannot be evaluated,...
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Coping strategies are methods people use to manage, tolerate, or reduce the effects of stressors. These strategies involve both behavioral and psychological actions to handle stressful situations. One common approach is problem-focused coping, which aims to change or eliminate the source of stress rather than merely addressing its consequences. This method involves taking direct action to resolve the issue causing stress.
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"Oh, that makes sense": Social Metacognition in Small-Group Problem Solving.

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Area of Science:

  • Life Science Education
  • Cognitive Science
  • Biology Classroom Research

Background:

  • Metacognition, or awareness of thinking, links to academic success.
  • Individual metacognition research is common, but group dynamics are less explored.
  • Social metacognition, regulating others' thinking, is crucial for collaborative learning in science.

Purpose of the Study:

  • To identify metacognitive utterances during small-group problem-solving in biology.
  • To determine which utterances correlate with higher-quality group reasoning.

Main Methods:

  • Discourse analysis of student transcripts from an upper-division biology course.
  • Coding for metacognitive utterances and reasoning quality in small groups.

Main Results:

  • Seven types of metacognitive utterances were identified.
  • Four categories of metacognitive utterances were linked to enhanced group reasoning.

Conclusions:

  • Specific student utterances can foster social metacognition and improve reasoning in biology groups.
  • Educators can leverage these findings to promote social metacognition in life science classrooms.