2016 Poster Award Winner

 

Poster: Using Metacognitive Learning Strategies to Improve Chemistry Education  

 

Presenters: Kim Huynh and Michelle Udeli - University of Maryland

 

 

 

After teaching our students metacognitive learning strategies, we see an increase in grades in comparison to students who were taught in a more traditional way.

 

Abstract

Most students who enter college have not developed effective learning or studying techniques. They were successful in high school by memorizing information, instead of obtaining a deep understanding of the material. This becomes very evident after their first pre-assessment exam. With a class average of 11% (from students with an average 3.9 cumulative GPA), we can assume that these students did not retain what they learned in their respective high school chemistry classes. After teaching our students metacognitive learning strategies, we have noticed an increase in grades in comparison to students who were taught in a more traditional way.

 

Objectives

 

  • Learn common misconceptions from students taking a college chemistry course.

  • Learn how to teach metacognitive learning strategies.

  • Learn how to assess their students understanding and retention of information.

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