Abstract
We have three goals for this session. The first is to describe the writing exercise we designed to teach critical thinking skills in an introductory biology laboratory, including the rationale and theoretical basis for our approach. Our second goal is to report on the results of a study we conducted to test the effectiveness of this approach at teaching critical thinking through metacognition. Third, in considering the most common barriers to teaching critical thinking in introductory science courses (time and instructor expertise), we will describe how instructional technologies such as Calibrated Peer Review can facilitate implementation of this exercise. We hope participants will leave this session with new ideas and concrete examples that illustrate how to adapt our exercise to other undergraduate science courses.
Location
Room 1909
Recommended Citation
Reynolds, Julie and Lemons, Paula, "Teaching Metacognition to Improve Critical Thinking Skills in Introductory Science Courses" (2009). SoTL Commons Conference. 50.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2009/50
Teaching Metacognition to Improve Critical Thinking Skills in Introductory Science Courses
Room 1909
We have three goals for this session. The first is to describe the writing exercise we designed to teach critical thinking skills in an introductory biology laboratory, including the rationale and theoretical basis for our approach. Our second goal is to report on the results of a study we conducted to test the effectiveness of this approach at teaching critical thinking through metacognition. Third, in considering the most common barriers to teaching critical thinking in introductory science courses (time and instructor expertise), we will describe how instructional technologies such as Calibrated Peer Review can facilitate implementation of this exercise. We hope participants will leave this session with new ideas and concrete examples that illustrate how to adapt our exercise to other undergraduate science courses.
