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Abstracts-ASM-CUE 09

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Mary Pat Wenderoth

Enhancing Student’s metacogniton: Can Bloom’s Taxonomy help?
M.P. Wenderoth. University of Washington, Seattle, WA

A major finding of How People Learn (NRC 1999) is that expert learners know how to monitor their learning (metacognition). I have structured a series of learning activities using Bloom’s Taxonomy to enhance student metacognition in a senior level Physiology course.  The learning activities include introduction of Bloom’s at the start of the quarter, “Blooming” (determine the Bloom level) in-class questions and weekly homework of writing two study questions, one each at a lower and upper level of Bloom’s.  All exams questions are “Bloomed”, the Bloom’s distribution for class performance on the exam is shown and each student receives their individual Bloom report. The Bloom’s Learning Activities for Students, BLASt, is made available on-line and provides learning activities targeted at strengthen the student’s academic performance at each level of Bloom’s. The Metacognitive Awareness Inventory (MAI) and the Revised Study Process Questionnaire (RSPQ- measures deep versus surface learning) were administered during the first and last week of the quarter. Changes in MAI and RSPQ scores over the quarter will be analyzed and correlated with exam performance and GPA. The RSPQ will also be administered during the last week of class to six different biology course from the 100 through 400 level that have not been introduced to Bloom’s. Results from these courses will provide an overview of students’ approaches to learning across the major. Results from the initial MAI survey show a high correlation (r= 0.77, p < 0.01) between Knowledge and Regulation scores, and a total MAI score (203.4 + 22) much higher than reported for freshman (129+22) but comparable to values for juniors and seniors in teacher education classes (Sperling et al. 2004, Young & Fry 2008).  Initial R-SPQ values show that the students in the physiology course use more deep (34.2 + 5.3) than surface (23.4+ 5.8) approaches while studying.  These values are comparable to values reported for Psychology majors and much greater than values reported for Biology majors at a midsized northwestern university (Skogsberg & Clump 2003).


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