Mixed methods evidence of the impact of metacognitive instruction on chemistry problem solving

CHED 1442

Santiago Sandi-Urena, gsandiu@clemson.edu1, Melanie M. Cooper, cmelani@clemson.edu1, and Ron Stevens2. (1) Department of Chemistry, Clemson University, 201 Hunter Laboratories, Clemson, SC 29634, (2) The IMMEX Project, University of California-Los Angeles, 5601 W. Slauson Ave., Suite 255, Culver City, CA 90230
It has been reported that metacognitive instruction may improve learners' and practitioners' use of content knowledge and problem solving skills. This work describes the effect of two metacognition-promoting activities on students' self report of metacognition use, and ill-structured problem solving strategy and ability. The activities are a paper and pencil semi-guided intervention and a cooperative problem based laboratory project. Quantitative and qualitative evidence was gathered to probe the activities' impact. Metacognition use was assessed with a multi-method that combines a prospective self report (MCA-Inventory) with a concurrent online instrument (IMMEX). Student semi-structured interviews were used to collect qualitative data. Findings using the MCA-Inventory suggest a significant increase in awareness of metacognition. Based on the results of IMMEX data-modeling, treatment students outperformed the control group: their strategies were more efficient and solve rate and ability significantly higher. In addition, preliminary qualitative evidence supports the claim that these activities elicit metacognitive processes.
 

Chemistry Education Research
8:30 AM-11:55 AM, Tuesday, April 8, 2008 Hilton New Orleans Riverside -- HEC A, Oral

Division of Chemical Education

The 235th ACS National Meeting, New Orleans, LA, April 6-10, 2008