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Metacognition: An Effective Tool to Promote Success in College Science Learning

by: Ningfeng Zhao, Jeffrey G. Wardeska, Saundra Y. McGuire, and Elzbieta Cook

This article describes a case study in which metacognition was introduced to undergraduate science (chemistry) classrooms.The aim of the study was to instruct educators how to incorporate metacognition in college science classrooms, and the improved cognitive and affective learning of students indicated its significance.



Type Journal ArticlePub Date 3/1/2014Stock # jcst14_043_04_48Volume 043Issue 04

NSTA Press produces classroom-ready activities, hands-on approaches to inquiry, relevant professional development, the latest scientific education news and research, assessment and standards-based instruction.

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