行动中的元认知和自我效能:第一年学生如何监测和使用自我辅导,在解决问题时超越元认知不适
Stephanie M Halmo1, Kira A Yamini1, Julie Dangremond Stanton1
1Department of Cellular Biology, University of Georgia, Athens, GA 30602.
CBE life sciences education
|March 4, 2024
概括
一年级生命科学学生使用元认知和自我辅导来解决具有挑战性的问题. 发展这些技能可以提高学业成绩和解决问题的力.
科学领域:
- 教育心理学教育心理学
- 认知科学 认知科学
- 生命科学教育教育 生命科学教育
背景情况:
- 超认知调节和自我效能对于学业成功至关重要.
- 传统的回顾性方法限制了对即时元认知和自我效能的理解.
- 在主动解决问题过程中研究这些技能是必不可少的.
研究的目的:
- 在独立解决问题的过程中,探索第一年生命科学学生的元认知调节技能.
- 识别学生在解决问题时发现的自我效能方面的方面.
- 了解超认知和自我效能在具有挑战性的学术环境中如何相互作用.
主要方法:
- 对52名第一年生命科学学生进行了大声思考的采访.
- 利用内容分析来检查学生在解决问题时的口头表达.
- 专注于即时的认知和自我调节过程.
主要成果:
- 学生在解决问题时展示了规划,监测和评估技能.
- 在学生中观察到不同的监测策略.
- 一个关键的自我效能方面",自我辅导",使学生能够在不确定性的情况下采取行动.
结论:
- 一年级生命科学学生在解决问题时采用超认知策略和自我指导.
- 自助教练有助于克服监测理解的困难.
- 干预措施可以促进元认知技能和自我效能的整合,以提高持久性和表现.
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