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Direct linkZhao, Ningfeng; Wardeska, Jeffrey G.; McGuire, Saundra Y.; Cook, Elzbieta – Journal of College Science Teaching, 2014
Metacognition has been shown to lead to deeper, more durable, and more transferable learning (Bransford, Brown, & Cocking, 2000). This article describes a case study in which metacognition was introduced to undergraduate science (chemistry) classrooms. Students came to understand the difference between superficial memorization and real…
Descriptors: Science Instruction, College Science, Metacognition, Case Studies
