生物学学生使用的学习行为和超认知评估的比较
Sharday N Ewell1, Emily P Driessen1, William Grogan1
1Department of Biological Sciences, Auburn University, Auburn, AL 36849.
CBE life sciences education
|September 26, 2023
概括
学生使用各种学习习惯,但往往不明白为什么有效的策略有效. 这项研究强调了在学业成功中需要发展元认知技能的必要性.
科学领域:
- 教育心理学教育心理学
- 认知科学 认知科学
- 生物教育教育 生物学教育
背景情况:
- 学生的学术成功与学习行为和元认知有关.
- 研究习惯的元认知评估是一个研究不足的领域.
研究的目的:
- 探索学生对他们的学习行为进行的元认知评估.
- 在生物学课程中调查学习行为,元认知和学术表现之间的关系.
主要方法:
- 在三个课程中对1140名本科生物学学生进行了调查.
- 学生确定了学习行为,并评估了它们在考试中的有效性.
- 对学生对行为有效性的解释进行定性分析.
主要成果:
- 学生采用了积极和被动学习行为的混合.
- 有效的 (积极的) 研究行为提高了考试成绩,而无效的 (被动的) 行为没有.
- 学生可以识别有效的行为,但不能解释其有效性.
结论:
- 学生利用多种不同的学习策略,却没有完全掌握它们的有效性.
- 发展超认知评估技能和促进有效的学习行为对于学业成绩至关重要.
- 教学设计应该促进学生的元认知意识.
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