Developing student metacognitive skills using active learning with embedded metacognition instruction

Abstract

The mismatch between high school and college learning environments creates a barrier to student success in STEM majors in college. The high school learning environment relies on surface learning in which skills such as re-reading and memorizing are sufficient for academic success. The college learning environment, particularly in STEM disciplines, requires deep learning supported by critical thinking and self-testing skills. Strong metacognitive skills can support students in the transition to college. We explored the impact of active learning with embedded metacognition instruction and practice on student metacognitive skills in one of eight sections of an undergraduate introductory biology course. Using a mixed methods concurrent triangulation approach we 1) developed a continuum of metacognitive monitoring, knowledge, and regulation, 2) explored the relationship between metacognitive skills and academic success and retention; and 3) assessed the impact of an active learning approach embedded with metacognition instruction relative to a lecture-based approach with no metacognition intervention on student metacognitive skills. We placed participants along the continuum of metacognitive monitoring, knowledge, and regulation that emerged from the qualitative analysis. Students with the weakest metacognitive skills at the end of the semester were at greatest risk for poor academic performance and attrition. Students who experienced active learning with embedded metacognition instruction ended the semester with stronger metacognitive skills relative to peers who experienced lecture-based instruction with no metacognition instruction. Embedding metacognition instruction and practice within the context of an active learning based  introductory biology course is a method to strengthen student metacognitive skills, most notably shifting students away from the weakest skills towards stronger skills. Since metacognitive skills are applicable across disciplines, this approach could be adopted in introductory courses across the STEM curriculum.