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Promoting metacognition in first year anatomy laboratories using plasticine modeling and drawing activities: A pilot study of the “Blank Page” technique
Author(s) -
Naug Helen L.,
Colson Natalie J.,
Donner Daniel G.
Publication year - 2011
Publication title -
anatomical sciences education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.126
H-Index - 51
eISSN - 1935-9780
pISSN - 1935-9772
DOI - 10.1002/ase.228
Subject(s) - plasticine , metacognition , blank , psychology , mathematics education , medical education , reflection (computer programming) , recall , cognition , computer science , cognitive psychology , medicine , engineering , neuroscience , petrology , mechanical engineering , programming language , geology
Many first year students of anatomy and physiology courses demonstrate an inability to self‐regulate their learning. To help students increase their awareness of their own learning in a first year undergraduate anatomy course, we piloted an exercise that incorporated the processes of (1) active learning: drawing and plasticine modeling and (2) metacognition: planning, monitoring, reaction, and reflection. The activity was termed “blank page” because all learning cues were removed and students had to create models and diagrams from reflection and recall. Two hundred and eighty‐two students responded to a questionnaire reporting qualitative feedback on the exercise. Based on student responses, the “blank page” activity was a positive learning experience and confirmed a need to teach metacognitive skills. From this pilot study, we established that drawing or plasticine modeling is an excellent vehicle for demonstration of the metacognitive processes that enable self‐regulation: a known predictor of academic success. Anat Sci Educ. © 2011 American Association of Anatomists.