Investigating the role of metacognitive strategies in biology learning.
Table Of Contents
<p>1. Introduction<br> 1.1 Background<br> 1.2 Research Questions<br> 1.3 Significance of the Study<br>2. Literature Review<br> 2.1 Metacognition in Education<br> 2.2 Metacognition in Biology Education<br> 2.3 Previous Research on Metacognitive Strategies in Biology Learning<br>3. Methodology<br> 3.1 Research Design<br> 3.2 Participants<br> 3.3 Data Collection Instruments<br> 3.4 Data Collection Procedures<br>4. Results<br> 4.1 Analysis of Survey Responses<br> 4.2 Analysis of Interview Transcripts<br> 4.3 Analysis of Classroom Observations<br>5. Discussion<br> 5.1 Examination of Survey Results<br> 5.2 Interpretation of Interview Findings<br> 5.3 Analysis of Classroom Observations<br></p>
Project Abstract
This project aims to investigate the role of metacognitive strategies in biology learning among undergraduate students. Metacognition refers to the awareness and regulation of one's own thinking processes, and it has been recognized as a crucial component of effective learning. However, limited research has focused specifically on metacognitive strategies in the context of biology education. This study will employ a mixed-methods approach, including surveys, interviews, and classroom observations, to explore how students use metacognitive strategies during biology learning, their perceptions of the effectiveness of these strategies, and the impact on their learning outcomes. The findings will contribute to a deeper understanding of metacognition in biology education and provide insights into instructional practices that promote metacognitive development among students.
Project Overview
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