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Metacognitive Strategies and Student Evaluations in a STEM Field

Metacognitive Strategies and Student Evaluations in a STEM Field
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Author(s): Gina J. Mariano (Troy University, USA), Fred J. Figliano (Troy University, USA), Chelsea A. Dempsey (University of Pittsburgh, USA) and Reeves Johnson (Troy University, USA)
Copyright: 2018
Pages: 17
Source title: Handbook of Research on Program Development and Assessment Methodologies in K-20 Education
Source Author(s)/Editor(s): Viktor Wang (Grand Canyon University, USA)
DOI: 10.4018/978-1-5225-3132-6.ch017

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Abstract

This chapter reviews metacognition in relation to college settings while focusing on ways to use this information to help improve student learning outcomes. Metacognition in relation to critical thinking and student evaluations of their own learning is discussed, specifically focusing on the STEM (Science, Technology, Engineering, and Mathematics) area of mathematics. Next, we will elaborate on a pilot study that focuses on asking students metacognitive questions to gain a better understanding of their metacognitive skills in relation to basic statistics courses. This chapter concludes with a discussion of how incorporating metacognitive and critical thinking strategies can impact student learning.

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