CHED 215 |
| Metacognition is believed to play an important role in successful problem solving. It is therefore hypothesized that conducting activities that promote its use would carry an improvement in problem solving skills. This work describes the effect of a metacognitive-promoting intervention on students' problem solving strategies. Pre and post metacognition use was assessed using a multi-method specifically designed for this purpose. This instrument combines a prospective self report (MCA-Inventory) with a concurrent online instrument (IMMEX). Preliminary findings from the administration of the MCA-Inventory suggest that the awareness of the importance of metacognition was significantly increased. Similarly, findings using IMMEX, indicate that students who received instruction on metacognitive activities performed better on ill-defined problems when compared to a control group; their strategies were more efficient and solve rate and ability increased. The experimental design, the characteristics of the intervention, and the significance of the evidence collected will be discussed in this paper. |
|
Research in Chemical Education
8:30 AM-11:55 AM, Monday, March 26, 2007 McCormick Place North -- Room N227A, Level 2, Oral
Division of Chemical Education |