Case-Based Perspective-Taking as a Mechanism to Improve Metacognition and Higher-Level Thinking in Undergraduate Speech-Language Pathology Students

Autor/inn/en	Vinney, Lisa; Friberg, Jennifer C.; Smyers, Mary
Titel	Case-Based Perspective-Taking as a Mechanism to Improve Metacognition and Higher-Level Thinking in Undergraduate Speech-Language Pathology Students
Quelle	In: Journal of the Scholarship of Teaching and Learning, 19 (2019) 3, S.91-104 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1527-9316
Schlagwörter	Case Method (Teaching Technique); Perspective Taking; Metacognition; Thinking Skills; Undergraduate Students; Speech Language Pathology; Clinical Diagnosis; Cancer; Small Group Instruction; Independent Study; Outcomes of Education; Student Improvement + Suchen Sie Ihr Suchwort? Case method; Fallmethode; Zukunftsperspektive; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Denkfähigkeit; Carcinoma; Karzinom; Krebs (med); Krebserkrankung; Selbststudium; Lernleistung; Schulerfolg
Abstract	This case study addressed the authors' efforts to design an 8-week small-group independent study (IS) experience that facilitated undergraduate speech-language pathology students' (n=19) higher-level thinking and overall metacognitive awareness. We hoped to encourage both in order to improve students' overall cognitive growth while enhancing their reflection about and knowledge of professional perspectives regarding the assessment and treatment of laryngeal cancer. To take on this challenge, we combined case-based learning (CBL) and perspective-taking (PT) pedagogies across the IS. Students completed the Metacognitive Awareness Inventory (MAI) pre- and post-IS, and written reflections after each of eight weekly discussion meetings. The MAI was quantitatively analyzed, while reflections were qualitatively coded using Bloom's taxonomy. Findings indicated that metacognitive awareness significantly improved and that higher-level cognitive processing was increasingly evidenced across students' IS experience. Results indicate the potential to maximize metacognition and cognitive processing by combining CBL and PT by the methods used here. Applications of combined CBL and PT to other disciplines and teaching and learning situations will be discussed along with the implications of our findings. (As Provided).
Anmerkungen	Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01