所有的"包裹"反思:支持元认知意识,以促进学生的自我调节学习
Ayuni Ratnayake1, Aditi Bansal1, Natalie Wong1
1Department of Biological Sciences, University of Toronto Scarborough, Toronto, Ontario, Canada.
Journal of microbiology & biology education
|April 25, 2024
概括
用自我调节学习 (SRL) 资源和反思工具支持学生,可以提高metacognitive技能和学术成功. 学生改进了学习策略,从被动学习转向主动学习技术.
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:
- 自主调节学习 (SRL) 对于学业成功至关重要,涉及动机,元认知和学习行为.
- 超认知技能发展和有效的学习策略是优化学习成果的关键.
- 了解学生如何利用和完善学习策略对于教学改进至关重要.
研究的目的:
- 调查SRL资源和反思工具对元认知技能发展,动机和学习行为的影响.
- 确定本科生生物学学生使用的流行SRL策略.
- 评估反思在提高元认知和学业成绩方面的作用.
主要方法:
- 在第二年生物学课程的本科生获得了SRL资源,并利用了三个调查工具进行规划和反思.
- 学生合作的方法被用来分析元认知,动机,学习行为和学业表现之间的关系.
- 分析了调查数据,以确定使用的SRL策略和反思对学习习惯的影响.
主要成果:
- 学生通过准确评估他们学习策略的有效性,表现出更好的元认知技能.
- 反思工具促进了向更积极的学习技术转变,例如积极的复习.
- 所有学术水平的学生都发现反思工具有利于确定改进领域和培养学习习惯.
结论:
- 提供SRL资源和反思机会可以有效地促进学生的元认知技能发展.
- 由SRL策略和反思驱动的增强的元认知是实现学术成功的重要因素.
- 该研究强调了将元认知支持纳入生物学课程的价值,以培养终身学习技能.
关键词:
学术表现 学术表现 学术表现生物教育教育 生物学教育考试包装纸 - 考试包装纸超认知 (metacognition) 是一种表认知.反射反射的反射反射的反射自主调节的学习学习.研究研究策略研究策略.更多相关视频
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