A Short, Course-Based Research Module Provides Metacognitive Benefits in the Form of More Sophisticated Problem Solving

Autor/inn/en	Dahlberg, Caroline L.; Wiggins, Benjamin L.; Lee, Suzanne R.; Leaf, David S.; Lily, Leah S.; Jordt, Hannah; Johnson, Tiara J.
Titel	A Short, Course-Based Research Module Provides Metacognitive Benefits in the Form of More Sophisticated Problem Solving
Quelle	In: Journal of College Science Teaching, 48 (2019) 4, S.22-30 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Metacognition; Problem Solving; Undergraduate Students; Student Research; Training; Thinking Skills; Research Projects; Outcomes of Education; Washington + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Problemlösen; Studentenforschung; Ausbildung; Denkfähigkeit; Forschungsvorhaben; Lernleistung; Schulerfolg
Abstract	Reflection and recalibration, two key hallmarks of metacognition, are important elements of productive problem solving in scientific research. Often, training in these skills is obtained informally through direct exposure to independent research after college. Although some undergraduate students participate in extra- or co-curricular research experiences, many cannot. Course-based undergraduate research experiences are therefore a more accessible way to engage students in research. However, formal training in problem solving is not always included in such experiences and introducing research experiences to large numbers of students can be logistically challenging. Here we show that a short, course-based research module that provides metacognitive training in a high-enrollment biology course enhances complexity of student responses to a research-related problem-solving exercise. Students did not self-report changes in problem-solving abilities or approaches on a Likert-scale survey; however, in focus-group interviews students did describe how design and implementation enhanced their engagement and investment in the research experience. These data support the idea that even short research modules can provide measurable benefits to students and may be an alternative to more costly whole-course research experiences. (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01