There is growing data to support metacognitive instruction in science learning can lead to improved literacy, motivation, reflection, and critical thinking (1,2). However, most of the studies in chemical education have focused on general chemistry students (3). Metacognitive techniques were taught and applied to an advanced analytical chemistry class of junior and senior chemistry majors with the objective of improving critical reading and writing skills.The advanced analytical chemistry course was divided into three units, electrochemistry, chromatography, and spectroscopy. Accompanying each unit were three student learning assessments consisting of 1) a short student presentation on course content, 2) a classroom discussion on related journal articles, and 3) an exam with mathematical problems and short essays. Metacognitive strategies were introduced to the students in two ways. After an initial introduction to metacognition and learning, students used metacognitive strategies in a classroom exercise to analyze their preparation and critical reading strategies in preparing for presentations and journal discussions, learning assessments 1 and 2. Students were also asked to respond in short essay form to directed questions about their performance after each exam, learning assessment 3. At the end of the semester students were asked to reflect on their understanding of metacognition and the impact, if any, these techniques had on their learning. Best practices and lessons learned from this project will be presented.1. Zohar, A.; Dori, Y.J. Contemporary Trends and Issues in Science Education: Metacognition in Science Education. 2012  , 40, 280.2. Rickey, D.; Stacy, A.M. J. Chem. Educ. 2000  , 77, 915.3. Cook, E.; Kennedy, E.; McGuire, S.Y. J. Chem. Educ. 2013  , 90, 961.

Teaching and applying developmental metacognitive techniques in an undergraduate analytical chemistry course to improve critical reading and writing skills

248th National Meeting (2014)

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