Using Metacognitive Strategies in the STEM Field

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Author(s): Gina J. Mariano (Troy University, USA), Fred J. Figliano (Troy University, USA)and Autumn Dozier (Middle Tennessee State University, USA)
Copyright: 2021
Pages: 15
Source title: Research Anthology on Developing Critical Thinking Skills in Students
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-7998-3022-1.ch051

Keywords: Education / Information Science Reference / Instructional Design / Learning Assessment and Measurement

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Abstract

Too often, we teach students what to think but not how to think. This quote embodies the concept of metacognition and its importance to student learning. Students frequently do not use learning techniques to truly learn information and develop long-term understanding of the curriculum at hand. Instead they memorize information for exams without understanding the depth of what they have studied. This in turn can create a pseudo-understanding of the curriculum. The metacognitive strategies we teach students allow them to become good learners. In this chapter we discuss the relationships between metacognition and critical thinking, problem solving, motivation, and academic performance. Specifically, the STEM area of mathematics is discussed. The chapter brings together multiple perspectives on metacognition and the importance of engaging students in metacognitive activities and strategies to improve learning outcomes.

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Using Metacognitive Strategies in the STEM Field

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