2. Metacognition in Chemistry Education
www.lssu.edu1/12/2015 2http://wileywitch.com/2013/medicine/brain-neurons-longevity/
“Thinking about one’s own thinking”
3. “Understanding and supporting
self-regulated learning in an
undergraduate chemistry course”
Weekly surveys demonstrated that confidence
increases with additional resource-type use.
www.lssu.edu1/12/2015 3
4. Post-conference follow-up
Effect of Teaching Metacognitive
Learning Strategies on Performance
in General Chemistry Courses. Cook,
Kennedy,& McGuire, J. Chem. Ed.
(90) 961-967.
www.lssu.edu1/12/2015 4
5. • Effect of Teaching Metacognitive Learning
Strategies on Performance in General
Chemistry Courses
Elzbieta Cook, Eugene Kennedy, Saundra
McGuire, J Chem Ed (90) 961-967
www.lssu.edu1/12/2015 5
6. To Ace Chem 1201 (and everything else!)
Stay in learn mode, not study mode
Study as if you have to teach the
material, not just make an A on the
test
7. Why is this so important?
Because 1201 is Harder Than HS Chem
The course moves a lot faster
The material is conceptually more
difficult and cumulative
The problems are more involved
The tests are less straightforward
and require you to apply several
concepts at one time
8. Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Making decisions and
supporting views;
requires
understanding of
values.
Combining information to
form a unique product;
requires creativity and
originality.
Using information to solve
problems; transferring
abstract or theoretical ideas
to practical situations.
Identifying connections and
relationships and how they
apply. Restating in
your own words;
paraphrasing,
summarizing,
translating.Memorizing verbatim
information. Being able to
remember, but not
necessarily fully
understanding the
material.
Bloom’s
Taxonomy
Louisiana State University Center for Academic Success B-31 Coates Hall 225-578-2872 www.cas.lsu.edu
Identifying
components;
determining
arrangement, logic,
and semantics.
GraduateSchoolUndergraduateHighSchool
This pyramid depicts the different levels of thinking we use when learning.
Notice how each level builds on the foundation that precedes it. It is
required that we learn the lower levels before we can effectively use the
skills above.
9. At what level of Bloom’s did you have to
operate to make A’s or B’s in high school?
1 2 3 4 5 6
21%
35%
3%3%
13%
25%
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
10. At what level of Bloom’s do you think you’ll
need to be to make an A in Chem 1201?
1 2 3 4 5 6
7% 6%
14%
35%
23%
15%
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
11. 4
Reflect
4
Reflec
t
3
Review
The Study Cycle
1 Set a Goal (1-2 min) Decide what you want to accomplish in your study session
2 Study with Focus (30-50 min) Interact with material- organize, concept map, summarize, process, re-read, fill-in
notes, reflect, etc.
3 Reward Yourself (10-15 min) Take a break– call a friend, play a short game, get a snack
4 Review (5 min) Go over what you just studied
*Intense Study Sessions
Attend
Review
Study
Attend class – GO TO CLASS! Answer and ask questions and take
meaningful notes.
Preview before class – Skim the chapter, note headings and boldface words,
review summaries and chapter objectives, and come up with questions you’d
like the lecture to answer for you.
Review after class – As soon after class as possible, read notes, fill in gaps
and note any questions.
Assess your Learning – Periodically perform reality checks
• Am I using study methods that are effective?
• Do I understand the material enough to teach it to others?
Preview
Center for Academic Success
B-31 Coates Hall ▪ 225.578.2872 ▪www.cas.lsu.edu
Assess
Study – Repetition is the key. Ask questions such as ‘why’, ‘how’, and ‘what
if’.
• Intense Study Sessions* - 3-5 short study sessions per day
• Weekend Review – Read notes and material from the week to make
connections
12. Effective Metacognitive Strategies
Always solve problems without looking at an
example or the solution
Memorize everything you’re told to
memorize (e.g. polyatomic ions)
Always ask why, how, and what if questions
Test understanding by giving “mini lectures”
on concepts
Spend time on chemistry every day
Use the Study Cycle with Intense Study
Sessions
Attend SI sessions on a regular basis
Aim for 100% mastery, not 90%!
13. More Follow-Up
• Promoting Student Metacognition. Kimberly
Tanner. CBE – Life Sciences Education (11)
113-120.
www.lssu.edu1/12/2015 13
