Coding for metacognition in student journals in an elementary education majors course

CHED 1482

Michael Dianovsky, dianovsk@uic.edu, Department of Chemistry (MC 111), University of Illinois at Chicago, 845 W. Taylor Street, Chicago, IL 60607 and Donald J. Wink, dwink@uic.edu, Department of Chemistry, University of Illinois, (MC 111), Chicago, IL 60607.
This paper describes the use of journals in a general education chemistry course for elementary education majors. The particular structure of the journal involves students' description of their understanding of a topic, its development, and its connection to an aspect of their lives. This becomes the basis of instructor feedback to correct student misunderstandings, validate their efforts to use metacognition, and shape their understanding of the meaning of content for themselves. Student reflections from their journals will be analyzed by a coding scheme to see the relationship in the coherence of the student's final exam essays on similar journal topics. Analysis will be furthered by statistical methods.
 

Chemistry Education Research
1:30 PM-4:55 PM, 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