A Short, Course-Based Research Module Provides Metacognitive Benefits in the Form of More Sophisticated Problem Solving

by: Caroline L. Dahlberg, Suzanne R. Lee, David S. Leaf, Leah S. Lily, Benjamin L. Wiggins, Hannah Jordt, and Tiara J. Johnson

This article describes how a short, course-based research module that provides metacognitive training in a high-enrollment biology course enhances complexity of student responses to a research-related problem-solving exercise.

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Labs Pedagogy Teaching Strategies

Details

Type Journal ArticlePub Date 3/1/2019Stock # jcst19_048_04_22Volume 048Issue 04

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