Department of Health Sciences and Kinesiology, Georgia Southern University, Statesboro, Georgia.
Adv Physiol Educ. 2019 Sep 1;43(3):414-422. doi: 10.1152/advan.00013.2018.
The purpose of this study was to evaluate the effect of different metacognitive interventions on knowledge and regulation of cognition, as well as academic performance (i.e., exam and final grades) in three sections of an undergraduate human anatomy and physiology course. All targeted classes were randomly assigned to one of three groups (reflection practice, passive acquisition of knowledge, and collaborative learning), and the interventions were implemented after . A pre- and posttest survey was administered during the semester (during and after ), and exam and final course grades were collected at the end of the semester. The final sample included 129 students. A significant interaction of group and time was observed for knowledge of cognition: it increased in the reflection practice group, did not change in the collaborative learning group, and it decreased in the passive acquisition of knowledge. The interventions did not produce any significant interactions or main effects on regulation of cognition, exam scores, or final grades. Along with more research on metacognition in physiology education contexts, it is recommended to further examine the ways in which such data can be collected, as self-report measures only tell part of the story.
本研究旨在评估不同元认知干预对认知知识和调节的影响，以及在三门本科人体解剖生理学课程中的学业成绩（即考试和期末成绩）。所有目标班级被随机分配到三个组之一（反思实践、知识被动获取和协作学习），干预措施在 之后实施。在学期中（期间和之后）进行了前测和后测调查，并在学期末收集了考试和期末课程成绩。最终样本包括 129 名学生。认知知识的组间和时间的显著交互作用：在反思实践组中增加，在协作学习组中没有变化，在知识被动获取组中减少。干预措施对认知调节、考试成绩或期末成绩没有产生任何显著的交互作用或主要影响。除了在生理学教育背景下对元认知进行更多研究外，还建议进一步研究如何收集此类数据，因为自我报告措施仅能说明部分情况。
