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Abstract Title: Exploring the role of metacognition in qualitative reasoning
Abstract: Metacognition, the monitoring and regulation of one's thinking, plays an important role in developing conceptual understanding and facilitating effective problem solving.  To date, relatively little work has focused on the role that metacognitive abilities may play as students engage in qualitative inferential reasoning.  We have collected audio, video, and real-time written data in order to identify instances of socially mediated metacognition1 as students work through qualitative problems.  In particular, we use multipart questions that tend to elicit inconsistencies in student reasoning, even when students possess the requisite conceptual understanding.  This work is part of a broader effect to identify methods for improving students learning in Physics by explicitly supporting and enhancing students' metacognitive abilities.  Preliminary findings as well as specific examples will be presented.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Thanh K. Le
University of Maine
Co-Author(s)
and Co-Presenter(s)
MacKenzie R. Stetzer
University of Maine

Mila Kryjevskaia
North Dakota State University