metacognition the key to excelling in science
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Metacognition: The Key to Excelling in Science!

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Metacognition: The Key to Excelling in Science!. Thinking About Thinking. Think/Pair/Share. What is the difference, if any, between studying and learning? Which, if either, is more enjoyable?. Desired outcomes.

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Presentation Transcript
think pair share

What is the difference, if any, between studying and learning?

Which, if either, is more enjoyable?

desired outcomes
Desired outcomes
  • We will better understand why most students don’t study, or seldom get significant results from their study time
  • We will understand some basic principles of thinking science and learning theory that can be used to improve my teaching and your learning
  • We will have learning strategies that you can use to increase learning
desired outcomes cont d
Desired outcomes cont’d
  • We will know the process of learning
  • We will view ourselves and each other as learners differently
  • We will see immediate and dramatic changes in your performance
  • We will learn how to learn!!!

The ability to:

  • think about thinking
  • be consciously aware of yourself as a problem solver
  • monitor and control your mental processing
  • accurately assess what you understands
rote learning
Rote Learning
  • Involves verbatim memorization

(which is easily forgotten)

  • Cannot be manipulated or applied to novel situations

(e.g. remembering phone numbers, dates, names, etc.)

meaningful learning
Meaningful Learning
  • Learning that is tied and related to previous knowledge and added to previous learning
  • Can be manipulated, applied to new situations, and used in problem solving tasks
why rote learning is ubiquitous
Why Rote Learning Is Ubiquitous
  • More high stakes testing in schools schools
  • It worked in earlier grades;

paradigm shifts don’t come easily!

  • Teachers who test primarily rote learning
  • Most students have not developed study skills or learning strategies
This pyramid depicts the different levels of thinking we use when learning. Notice how each level builds on the foundation that precedes it. It is required that we learn the lower levels before we can effectively use the skills above.

Bloom’s Taxonomy


Graduate School

Making decisions and supporting views; requires understanding of values.

Combining information to form a unique product; requires creativity and originality.


Identifying components; determining arrangement, logic, and semantics.



Using information to solve problems; transferring abstract or theoretical ideas to practical situations. Identifying connections and relationships and how they apply.


Restating in your own words; paraphrasing, summarizing, translating.


High School

Memorizing verbatim information. Being able to remember, but not necessarily fully understanding the material.


Louisiana State University  Center for Academic Success  B-31 Coates Hall  225-578-2872 

so what can we do to improve your learning
So, what can we do to improve YOUR learning?
  • Adopt the attitude that ALL of you can learn
  • Help you determine your learning style
  • Help you understand the learning process
  • Teach you effective learning strategies based on research.
experts vs novices

Experts vs. Novices

They think differently about problems

novices vs intelligent novices
Novices vs. Intelligent Novices
  • Intelligent novices learn new domains more quickly than other novices
  • The metacognitive skills make the difference
what intelligent novices know
What intelligent novices know
  • Learning is different from memorization
  • Solving problems without looking at the solution is different from using the solution as a model
  • Comprehension of reading material must be tested while the reading is in progress
  • Knowledge is not “handed out” by the instructor; it is constructed by the learner
  • The basic concepts in an area are connected to each other
another cognitive science concept judgment of learning jol
Another Cognitive Science Concept: Judgment of Learning (JOL)

The ability to:

  • Realistically evaluate what you’ve learned and what you haven’t learned
  • Adopt strategies to test your learning (e.g. write about the topic, give a “lecture about the topic”, etc.)
  • Use strategies to deepen your learning
why you do not accurately judge your learning
Why you Do Not Accurately Judge your Learning
  • You base your learning on what’s in short term memory
  • You don’t test your learning
  • You’ve never engaged in an activity that would show you that you are overestimating their learning
cognitive science the science of the mind
Cognitive Science: The Science of the Mind


  • How do humans process information?
  • How do people increase their knowledge?
  • What factors influence learning?
  • What types of learning facilitate transfer of information learned to new settings?
  • How can we change teaching to improve learning?