ASM events
This conference is managed by the American Society for Microbiology

1. Context and Problem

Overview

Most faculty have had the experience where a student comes in after an exam saying they felt very prepared for the exam and even walked out of the exam feeling very positive and now they are so surprised to find how poorly they did.  Most students are notoriously poor at knowing what they know and don’t know and it this inability to accurately gauge their understanding of course facts and concepts that leads to much frustration among both students and faculty. Metacognition, the ability to monitor one’s learning, is something that experts in a discipline do routinely through self testing or discussion with colleagues, yet students seldom engage in 

Research on human learning has shown that there are three key factors for teaching to be effective in enhancing student learning: 1) student misconception must be identified and challenged, 2) a conceptual framework for the factual knowledge of the discipline must be provided and 3) student’s ability to monitor and adjust their learning (metacognition) must be developed (Bransford 1999).  I propose to design a study that will assess how implementing learning strategies focused on the last two criteria for learning, building a robust conceptual framework and developing student metacognition, promote meaningful learning in a set of undergraduate physiology courses.

Target course:

Biology 462, Advanced Physiology for majors

120 seniors, biology majors

Autumn quarter

Scholar Implementation Plan

- File IRB by end of August--  quarter begins Sept 28.

-Data collection- Autumn quarter

-Preliminary data analysis - winter break

 


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