Increasing Student Metacognition and Learning through Classroom-Based Learning Communities and Self-Assessment

Increasing Student Metacognition and Learning through Classroom-Based Learning Communities and Self-Assessment

Student overconfidence challenges success in introductory biology. This study examined the impact of classroom learning communities and self-assessment on student metacognition and subsequent impact on student epistemological beliefs, behaviors, and learning. Students wrote weekly self-assessments...

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Bibliographic Details
Main Author: Amy Siegesmund
Format: Article
Language:English
Published: American Society for Microbiology 2016-05-01
Series:Journal of Microbiology & Biology Education
Subjects:
metacognition
undergraduate
self-assessment
learning communities
introductory biology
Online Access:http://jmbesubmissions.asm.org/index.php/jmbe/article/view/954
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spelling doaj-2a4cd6d211ef4a3baa23101f22fd77ed2020-11-25T02:45:31ZengAmerican Society for MicrobiologyJournal of Microbiology & Biology Education1935-78771935-78852016-05-0117210.1128/jmbe.v17i2.954561Increasing Student Metacognition and Learning through Classroom-Based Learning Communities and Self-AssessmentAmy Siegesmund0Pacific Lutheran University Student overconfidence challenges success in introductory biology. This study examined the impact of classroom learning communities and self-assessment on student metacognition and subsequent impact on student epistemological beliefs, behaviors, and learning. Students wrote weekly self-assessments reflecting on the process of learning and received individual feedback. Students completed a learning strategies inventory focused on metacognition and study behaviors at the beginning and end of the semester and a Student Assessment of their Learning Gains (SALG) at the end of the semester. Results indicated significant changes in both metacognition and study behaviors over the course of the semester, with a positive impact on learning as determined by broad and singular measures. Self-assessments and SALG data demonstrated a change in student beliefs and behaviors. Taken together, these findings argue that classroom learning communities and self-assessment can increase student metacognition and change student epistemological beliefs and behaviors. http://jmbesubmissions.asm.org/index.php/jmbe/article/view/954metacognitionundergraduateself-assessmentlearning communitiesintroductory biology
collection DOAJ
language English
format Article
sources DOAJ
author Amy Siegesmund
spellingShingle Amy Siegesmund
Increasing Student Metacognition and Learning through Classroom-Based Learning Communities and Self-Assessment
Journal of Microbiology & Biology Education
metacognition
undergraduate
self-assessment
learning communities
introductory biology
author_facet Amy Siegesmund
author_sort Amy Siegesmund
title Increasing Student Metacognition and Learning through Classroom-Based Learning Communities and Self-Assessment
title_short Increasing Student Metacognition and Learning through Classroom-Based Learning Communities and Self-Assessment
title_full Increasing Student Metacognition and Learning through Classroom-Based Learning Communities and Self-Assessment
title_fullStr Increasing Student Metacognition and Learning through Classroom-Based Learning Communities and Self-Assessment
title_full_unstemmed Increasing Student Metacognition and Learning through Classroom-Based Learning Communities and Self-Assessment
title_sort increasing student metacognition and learning through classroom-based learning communities and self-assessment
publisher American Society for Microbiology
series Journal of Microbiology & Biology Education
issn 1935-7877
1935-7885
publishDate 2016-05-01
description Student overconfidence challenges success in introductory biology. This study examined the impact of classroom learning communities and self-assessment on student metacognition and subsequent impact on student epistemological beliefs, behaviors, and learning. Students wrote weekly self-assessments reflecting on the process of learning and received individual feedback. Students completed a learning strategies inventory focused on metacognition and study behaviors at the beginning and end of the semester and a Student Assessment of their Learning Gains (SALG) at the end of the semester. Results indicated significant changes in both metacognition and study behaviors over the course of the semester, with a positive impact on learning as determined by broad and singular measures. Self-assessments and SALG data demonstrated a change in student beliefs and behaviors. Taken together, these findings argue that classroom learning communities and self-assessment can increase student metacognition and change student epistemological beliefs and behaviors.
topic metacognition
undergraduate
self-assessment
learning communities
introductory biology
url http://jmbesubmissions.asm.org/index.php/jmbe/article/view/954
work_keys_str_mv AT amysiegesmund increasingstudentmetacognitionandlearningthroughclassroombasedlearningcommunitiesandselfassessment
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