通过频繁的元认知报告来促进学生的成功和化学课程的积极感知
Michelle Richards-Babb1, Carly Gordon1, David Mersing1
1C. Eugene Bennett Department of Chemistry, West Virginia University, Morgantown, West Virginia 26506, United States.
Journal of chemical education
|January 20, 2025
概括
本科化学的每周超认知报告提高了学生的成绩,并促进了更好的学生教师关系. 女学生报告的频率更高,提高了所有参与者的沟通和学习习惯.
科学领域:
- 化学教育研究 化学教育研究
- 认知科学 认知科学
- 高等教育教学的教学.
背景情况:
- 显式的元认知干预提高了本科化学成果.
- 隐含的元认知实践及其对学生和教师关系的影响不太清楚.
- 大规模招生入门化学课程对学生的参与和沟通提出了独特的挑战.
研究的目的:
- 调查那些经常进行隐性元认知报告的学生的特征.
- 评估元认知报告对学生学业成绩和对学生与教师关系的看法的影响.
- 探索如何通过元认知报告来增强学生的声音和沟通.
主要方法:
- 课程成功数据 (成绩,性别) 的定量分析,用于报告与非报告的学生.
- 用感应主题编码对学生对开放式调查问题的反应进行定性评估.
- 在大型入学入门化学课程中实施每周的元认知报告.
主要成果:
- 报告的学生获得了比不报告的学生高出0.64分的最终课程平均成绩.
- 报告的学生表现出更高的学业成绩 (更多的ABC成绩),尽管因果关系有限.
- 女学生报告的比例高于男学生,表明潜在的基于性别的参与差异.
结论:
- 频繁,低风险的元认知报告增强了学生和教师之间的沟通,并对学业绩产生了积极的影响.
- 超认知报告培养学生的声音,告知教学调整,并改善学生对教师参与的看法.
- 导师应该整合定期的元认知作业,以培养学生的元认知策略随着时间的推移.
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