Fostering Metacognition to Support Student Learning and Performance-Reference-Cited by-同舟云学术

Fostering Metacognition to Support Student Learning and Performance

Published:2021-06 Issue:2 Volume:20 Page:fe3
ISSN:1931-7913
Container-title:CBE—Life Sciences Education
language:en
Short-container-title:LSE

Author:

Stanton Julie Dangremond¹,Sebesta Amanda J.²,Dunlosky John³

Affiliation:

1. Department of Cellular Biology, University of Georgia, Athens, GA 30602

2. Department of Biology, Saint Louis University, St. Louis, MO 63103

3. Department of Psychological Sciences, Kent State University, Kent, OH 44240

Abstract

This essay highlights the key features of an evidence-based teaching guide on student metacognition that was created by an interdisciplinary team ( https://lse.ascb.org/evidence-based-teaching-guides/student-metacognition ). The guide focuses on ways instructors can support student learning strategies, encourage students to monitor and control their learning, and promote social metacognition during group work.

Publisher

American Society for Cell Biology (ASCB)

Subject

General Biochemistry, Genetics and Molecular Biology,Education

Reference35 articles.

1. Exploring the Relationship between Teacher Knowledge and Active-Learning Implementation in Large College Biology Courses

2. Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness

3. Developmental and instructional analyses of children's metacognition and reading comprehension.

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