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STEM Perspectives in Defining and Measuring Metacognition and Self-Regulated Learning in Undergraduate Students

Saturday, November 5, 2022

9:15 AM – 9:45 AM

Location: Kennedy & Jefferson

Co-Presenter(s)

Jennelle Malcos

Teaching Professor
Penn State University Park
University Park, Pennsylvania, United States

Presenter(s)

YW

Ying Wang (she/her/hers)

Postdoctoral fellow
Georgia Institute of Technology
Duluth, Georgia, United States
JT

Joseph Tise

Postdoctoral Scholar
Texas A&M University, United States
RS

Rayne Sperling

Associate Dean, Undergraduate & Graduate Studies; Professor of Education
The Pennsylvania State University, United States

Program Abstract: Recent transformation of STEM lecture courses to active learning pedagogies has demonstrated improved student performance, especially for vulnerable populations (Freeman et al., 2014; Haak et al., 2011; Hake et al., 1998), likely caused, in part, by improvement in self-regulated learning (SRL) (Bransford, Brown, & Cocking, 2000; Smith et al., 2009; Tanner, 2012). However, lecture is still the prevalent form of instruction (Stains et al., 2018). We seek to empower more instructors to engage and assess SRL in their courses by initiating conversations between content and learning experts. Thus, we conducted a systematic review of the articles published in CBE–Life Sciences Education that included the term “metacognition” or “self-regulated learning”. We will present findings on prevalence of definitions and types of measures used in empirical work. Through group discussion, we will explore metacognition and SRL, and available measures for instructors to use to assess SRL in their courses.