ArticleCBE life sciences education2022
"Oh, that makes sense": Social Metacognition in Small-Group Problem Solving.
Article in CBE life sciences education, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers.
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Who cites it
12 citing papers in PubMed.
- Metacognitive Milestones: A Longitudinal View of How Life Science Students Develop Metacognition Across Their College Years.CBE life sciences education · 2026Article
- Life Science Students' Perceptions of Risk Associated with Social Metacognition.CBE life sciences education · 2026Article
- Re-Imagining Clinical Reasoning: An Updated Cognitive Framework for Real-World Medical Practice.Journal of evaluation in clinical practice · 2026Review
- Pedagogical Knowledge Among Early-Career Undergraduate Instructors: Qualitative Variation, Longitudinal Development, and Influences on Teaching.CBE life sciences education · 2026Article
- Biological Principles Successfully Guide Students' Generative Mechanistic Reasoning.CBE life sciences education · 2025Article
- The role of team dynamics and team acquaintance in group metacognition during medical students' collaborative learning.BMC medical education · 2025Article
- Alone and Together: Exploring the Relationship Between Individual and Social Metacognition in College Biology Students During Problem Solving.CBE life sciences education · 2025Article
- Opportunities for guiding development: insights from first-year life science majors' use of metacognition.Journal of microbiology & biology education · 2024Article
- Identifying group metacognition associated with medical students' teamwork satisfaction in an online small group tutorial context.BMC medical education · 2024Article
- Metacognition and Self-Efficacy in Action: How First-Year Students Monitor and Use Self-Coaching to Move Past Metacognitive Discomfort During Problem Solving.CBE life sciences education · 2024Article
- Variations in Student Approaches to Problem Solving in Undergraduate Biology Education.CBE life sciences education · 2024Article
- Effects of multilevel metacognition on group performance and regulation in collaborative learning.Frontiers in psychology · 2024Article
Corrections and comments
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Authors and funding
4 authors.
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Abstract
Stronger metacognition, or awareness and regulation of thinking, is related to higher academic achievement. Most metacognition research has focused at the level of the individual learner. However, a few studies have shown that students working in small groups can stimulate metacognition in one another, leading to improved learning. Given the increased adoption of interactive group work in life science classrooms, there is a need to study the role of social metacognition, or the awareness and regulation of the thinking of others, in this context. Guided by the frameworks of social metacognition and evidence-based reasoning, we asked: 1) What metacognitive utterances (words, phrases, statements, or questions) do students use during small-group problem solving in an upper-division biology course? 2) Which metacognitive utterances are associated with small groups sharing higher-quality reasoning in an upper-division biology classroom? We used discourse analysis to examine transcripts from two groups of three students during breakout sessions. By coding for metacognition, we identified seven types of metacognitive utterances. By coding for reasoning, we uncovered four categories of metacognitive utterances associated with higher-quality reasoning. We offer suggestions for life science educators interested in promoting social metacognition during small-group problem solving.
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Registered trials
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