引导发展的机会:从第一年生命科学专业使用元认知的见解
Julie Dangremond Stanton1, Stephanie M Halmo1, Rayna J Carter1
1Department of Cellular Biology, University of Georgia, Athens, Georgia, USA.
Journal of microbiology & biology education
|September 5, 2024
概括
一年级大学生往往缺乏强大的元认知能力. 这项研究揭示了他们何时以及如何计划,监测和评估他们的学习,为教育工作者提供了支持学生发展的见解.
科学领域:
- 教育心理学教育心理学
- 认知科学 认知科学
- 高等教育研究 高等教育研究
背景情况:
- 发展超认知技能对于学业成功至关重要.
- 许多大学生进入高等教育时,他们的元认知能力还不发达.
- 了解早期元认知发育的细微差别对于有效的教学干预至关重要.
研究的目的:
- 在第一年生命科学专业中调查元认知技能使用的时间,原因和方法.
- 确定在过渡到大学期间发展元认知的具体挑战和机会.
- 为指导员提供基于证据的建议,以支持学生的元认知成长.
主要方法:
- 纵向研究设计跟踪元认知发展.
- 从三个机构的52名本科生收集数据.
- 半结构面试以超认知框架为指导.
主要成果:
- 学生积极寻求外部资源进行学习规划.
- 准确的自我监测理解对于一年级学生来说是一个重大挑战.
- 对学习策略的评估主要发生在考试后或评分后,对学习的接受度,揭穿神话和形成性评估.
结论:
- 一年级学生从教师的指导中受益,以应对知识差距并提高自我监测的准确性.
- 针对元认知发展的干预措施在与学生的自然评估点相协调时最有效.
- 教师可以通过提供有针对性的支持和揭穿学习神话,在促进元认知方面发挥至关重要的作用.
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