Discipline: Biological Sciences
Me'Shae Johnson - University of Georgia
Co-Author(s): Johnathan Mayfield, University of Georgia, Athens, GA; Kathryn Dye, University of Georgia, Athens, GA; Julie Stanton, University of Georgia, Athens, GA
Metacognition is what we know about our thinking and how we are able to regulate our thinking in order to facilitate our learning. Metacognition positively correlates with learning outcomes, academic performance, and problem solving. This project centers on understanding metacognitive development among undergraduate students so that we can develop effective ways to stimulate their metacognition. The long-term goal of this research program is to use metacognition to enhance student learning in undergraduate biology courses. Our research question is: how does the use of the metacognitive skills of planning, monitoring, and evaluating compare between first year and fourth year undergraduate students? To answer this question, we collected data using two open-ended assignments given after the first and second exam in an introductory biology course and a senior-level cell biology course. We are using qualitative methods such as content analysis to find evidence of students’ use of metacognitive skills. We are identifying those students who effectively use metacognition and those who are working to adjust their learning strategies. We are comparing data from introductory biology students with data from upper-level biology students to see how metacognitive regulation might progress over time. Our findings will be used to design research-based curriculum for improving student metacognition.Not Submitted
Funder Acknowledgement(s): This study was funded, in part, by an assistantship from UGA Center for Undergraduate Research Opportunities. This study was also funded by a Peach State LSAMP research stipend.
Faculty Advisor: Dr. Julie Stanton, email@example.com
Role: I have helped collect data from biology students in the form of self-evaluation assignments. I will use content analysis to code for evidence of student metacognition and learning goals. Then I will use categorical analysis to test for correlations between student metacognitive skill use and performance. In addition to data analysis, I will be involved in drafting a manuscript summarizing the results of this project for submission to CBE-Life Sciences Education.