ArticleCBE life sciences education2017
Introductory Biology Students' Use of Enhanced Answer Keys and Reflection Questions to Engage in Metacognition and Enhance Understanding.
Article in CBE life sciences education, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 16 papers.
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Who cites it
16 citing papers in PubMed.
- Characterizing Introductory Biology instructors' understanding of metacognition and its role in supporting undergraduate student learning.Journal of microbiology & biology education · 2026Article
- Self-regulated learning in STEM: non-academics matter.Journal of microbiology & biology education · 2025Article
- Metacognitive mapping: developmental biology students struggle with higher-order cognitive skills in multiple course formats.Journal of microbiology & biology education · 2025Article
- Opportunities for guiding development: insights from first-year life science majors' use of metacognition.Journal of microbiology & biology education · 2024Article
- A Comparison of Study Behaviors and Metacognitive Evaluation Used by Biology Students.CBE life sciences education · 2023Article
- The Benefits of Participating in a Learning Assistant Program on the Metacognitive Awareness and Motivation of Learning Assistants.CBE life sciences education · 2023Article
- Reading Primary Scientific Literature: Approaches for Teaching Students in the Undergraduate STEM Classroom.CBE life sciences education · 2023Review
- Literature Reviews, Theoretical Frameworks, and Conceptual Frameworks: An Introduction for New Biology Education Researchers.CBE life sciences education · 2022Review
- Relationships between Prediction Accuracy, Metacognitive Reflection, and Performance in Introductory Genetics Students.CBE life sciences education · 2022Article
- Beyond the Traditional Classroom: Increased Course Structure and Cooperative Learning Remove Differences in Achievement between Students in an In-Person versus Hybrid Microbiology Course.CBE life sciences education · 2022Article
- Supporting Undergraduate Biology Students' Academic Success: Comparing Two Workshop Interventions.CBE life sciences education · 2021Article
- Fostering Metacognition to Support Student Learning and Performance.CBE life sciences education · 2021Article
- Learning How to Order Imaging Tests and Make Subsequent Clinical Decisions: a Randomized Study of the Effectiveness of a Virtual Learning Environment for Medical Students.Medical science educator · 2021Article
- Instructor Strategies to Alleviate Stress and Anxiety among College and University STEM Students.CBE life sciences education · 2021Article
- Opportunities for Self-Evaluation Increase Student Calibration in an Introductory Biology Course.CBE life sciences education · 2019Article
- Knowledge of Learning Makes a Difference: A Comparison of Metacognition in Introductory and Senior-Level Biology Students.CBE life sciences education · 2019Article
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Authors and funding
3 authors.
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No grant is acknowledged in the PubMed record.
Abstract
Providing feedback to students as they learn to integrate individual concepts into complex systems is an important way to help them to develop robust understanding, but it is challenging in large, undergraduate classes for instructors to provide feedback that is frequent and directed enough to help individual students. Various scaffolds can be used to help students engage in self-regulated learning and generate internal feedback to improve their learning. This study examined the use of enhanced answer keys with added reflection questions and instruction as scaffolds for engaging undergraduate students in self-regulated learning within an introductory biology course. Study findings show that both the enhanced answer keys and reflection questions helped students to engage in metacognition and develop greater understanding of biological concepts. Further, students who received additional instruction on the use of the scaffolds changed how they used them and, by the end of the semester, were using the scaffolds in significantly different ways and showed significantly higher learning gains than students who did not receive the instruction. These findings provide evidence for the benefit of designing scaffolds within biology courses that will support students in engaging in metacognition and enhancing their understanding of biological concepts.
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