Session S55b (Tuesday, 5:15pm, Willaman Gateway)

P602: Scientific reasoning and metacognition abilities of STEM and non-STEM students

Megan Nagel, Beth Lindsey (Pennsylvania State University – Greater Allegheny, USA)

Metacognition, or knowledge about one’s own knowledge, is an important factor in science education.  One tool that can help to assess student metacognition is the Knowledge Survey.  These surveys allow students to rate their ability to answer questions related to course content. A comparison of a student’s confidence level with their actual performance on course exams gives an indication of the student’s metacognitive skills.  Interestingly, however, it has been shown that a student’s ability to accurately predict his or her content knowledge is directly related to overall performance in the course.  This study explores how scientific reasoning ability, as measured by Lawson’s Classroom Test of Scientific Reasoning, may also be related to a student’s self-assessment ability, confidence, and course performance.  Data were collected from a diverse group of students representing STEM and non-STEM majors in a variety of science courses.

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