This page supports Calls for Collaboration and requests for assistance in project design. Brief Research Updates on your current research related to metacognition (see below). There are many ways to disseminate your research and share your ideas so that others can learn from your efforts and your work can have broader impact. Share a 200-word […]
by David Westmoreland, U.S. Air Force Academy* Teachers of science increasingly find themselves entangled in social controversies. This is true for physicists teaching about the origin of matter, geologists discussing the age of the planet, biologists teaching evolution, and climatologists teaching about global warming. In most cases, the science is relatively clear, and there is […]
In Part 2 of this two-part post, John Draeger and Lauren Scharff further explore responses to WHY it might be useful for both instructors and students to learn about and incorporate metacognition. Faculty and student responses qualitatively fell into two categories of responses: metacognition was reported to be beneficial because it “improves student learning” and “improves teaching.”
In Part 1 of this two-part post, Lauren Scharff and John Draeger discuss some common responses that students and faculty gave when asked what they believe is meant by the term metacognition. This synthesis of the responses provides a useful “definition” that might help guide those of us who are planning to practice metacognition or help develop it in our students.