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How to develop students’ metacognitive skills: lessons learned from an upper level undergraduate anatomy course (336.1)
Author(s) -
O'Loughlin Valerie
Publication year - 2014
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.28.1_supplement.336.1
Subject(s) - metacognition , perception , course (navigation) , session (web analytics) , psychology , mathematics education , medical education , computer science , medicine , engineering , neuroscience , cognition , world wide web , aerospace engineering
Metacognition is a term to describe when a person learns how to learn, and becomes more perceptive of one’s learning. Metacognitive techniques may be incorporated in the classroom to help students develop a better perception of what they know. In this session, Valerie O’Loughlin will describe how reflective writing (through the use of online journals or ‘blogs’) in an upper level undergraduate anatomy course helped students refine their metacognitive skills. She will provide examples of how reflective writing may be incorporated in other anatomy courses so students may better gauge their understanding of the complex material.