USING METACOGNITION TO PROMOTING ROBUST LEARNING IN A MODULE-BASED INTRODUCTORY GEOLOGY COURSE

Curriculum for an introductory geology course has been designed to promote student learning by accessing and supporting the three key modes by which deep, durable learning is achieved. The key research findings of How People Learn (NAS, 1999; http://www.nap.edu/openbook.php?record_id=9457) show that for learning to occur: 1) students’ prior knowledge must be engaged, 2) students must be able to build their own conceptual framework, and 3) students must be given an opportunity to reflect on their learning (metacognition). Our curriculum, which is modeled on the pedagogical approach of Physics and Everyday Thinking (http://petproject.sdsu.edu/), is constructed into modules designed to reinforce these three key components of learning. Each module engages students’ ‘Initial Ideas’ about concepts (and continuously revisits those Initial Ideas), sequentially builds upon concepts in a logical framework, and requires reflective writing. Students learn concepts predominantly by doing lab activities, but embedded group and whole class discussions that promote discourse and questioning among students (with faculty facilitation) are a crucial tool not only in the sense-making and solidification of those concepts, but in development of metacognitive skills. Questioning and discourse with whiteboards occurs throughout each module so that students’ preconceptions are brought out early on, and revisited repeatedly as students construct new understanding. Continual review of their ideas provides students with practice in examining their thinking. The instructor’s role as facilitator and questioner is to not only ensure that students construct robust content knowledge but to help students recognize what their understanding is at any point in a module as a means of understanding their thought process.

Class size is limited to 24 students, and the class is taught at a 4-year university as well as at four regional feeder community colleges. Both quantitative and qualitative assessment data show impressive gains both in attitudes about science and science content, especially compared to larger lecture-based introductory courses. Our group is interested finding partners to deliver our curriculum, provide feedback, and engage in quantitative assessment of its performance.