Teaching Metacognition Experientially: A Focus on Higher versus Lower Level Learning

Autor/inn/en	Richmond, Aaron S.; Bacca, Anastasia M.; Becknell, Jared S.; Coyle, Ryan P.
Titel	Teaching Metacognition Experientially: A Focus on Higher versus Lower Level Learning
Quelle	In: Teaching of Psychology, 44 (2017) 4, S.298-305 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628317727633
Schlagwörter	Undergraduate Students; Psychology; Introductory Courses; Metacognition; Experiential Learning; Direct Instruction; Comparative Analysis; Pretests Posttests; Theories; Instructional Effectiveness; Thinking Skills; Recall (Psychology); Prior Learning; Learner Engagement; Self Efficacy; Measures (Individuals); Outcomes of Education + Suchen Sie Ihr Suchwort? Psychologie; Einführungskurs; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Experiental learning; Erfahrungsorientiertes Lernen; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Theory; Theorie; Unterrichtserfolg; Denkfähigkeit; Abberufung; Vorkenntnisse; Self-efficacy; Selbstwirksamkeit; Messdaten; Lernleistung; Schulerfolg
Abstract	We investigated the effects of using experiential learning and direct instruction to teach metacognitive theory and to determine whether instructional type differentially affected higher vs. lower level learning. We randomly assigned 87 introductory psychology students to either experiential learning or direct instruction conditions. We pretested participant's knowledge of metacognitive theory, and then participants received either experiential or direct instruction, after which they completed a posttest of knowledge of metacognitive theory. After covarying prior knowledge, data suggested that experiential learning may be more effective than direct instruction for teaching metacognitive theory, particularly for higher level recall and recognition assessments. Our results suggest that when taught using experiential learning, students may process information at a deeper level and recall more information because they may have related new information to their past experiences, engaged in the course material, and may have increased self-efficacy for the learned material. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01