Weekly six-minute videos on metacognition and effective learning practices were required in two flipped chemistry courses.  The interventions aimed at decreasing the DFW rate and increasing learning by all students were inspired by the book, <i>Teach Students How to Learn: Strategies You Can Incorporate into Any Course to Improve Student Metacognition, Study Skills, and Motivation</i>, by Sandra Yauncy McGuire.  Students in the fall semester organic chemistry course for science majors and a spring semester organic/biochemistry course for allied health students were required to watch brief lessons from the instructor explaining metacognition, Bloom’s taxonomy of learning, and research on effective learning practices each weekend.  The videos presented the lessons using examples of in-class problems and learning challenges.  Monday classes began with two-minute assessments of student recall of the video contents.<br/> <br/>At course completion students were surveyed about perceived benefits of the metacognition interventions, changes to their learning practices, and whether they recommended this be repeated next year. Although the metacognitive component could have been perceived as unrelated course content requiring additional out-of-class work and quizzes, the fall semester student responses were strongly positive with unanimous recommendations that it be repeated.  When queried, “Compared to the start of the course, describe any ways that you now study differently,” nearly half cited changes to reduce distractions while studying outside of class. Results from spring semester students are pending.

Evaluations of weekly short metacognitive interventions in first- and second-year chemistry courses

Fall 2022 abstracts, posters, and presentations will launch in mid-September.

ACS Fall 2022

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.