...metacognition in the geosciences?
The issue of research directly related to the metacognitive awareness and monitoring accuracy of introductory college students in the geosciences is a relatively new and burgeoning field (and one the author hopes to contribute to!), but the issue of implementing metacognitive strategies has within geosciences classrooms has been addressed through a number of initiatives. To continue your education on dicipline-specific metacognition, please consider the links below relating to how the issue has been approached in the geosciences: (Links 1-3 courtesy of the Science Education Resource Center at Carlton College)
According to SERC, this link "summarizes some of the recent research on teaching and learning metacognitive behaviors and describes some effective, easily incorporated teaching activities." While directed towards educators, the information contained within can help you consider how metacognition is being approached in the geosciences.
This links to a repository of resources and ideas for how to incorporate metacognition into geoscience classrooms. While (BROKEN RECORD ALERT) the intended audience is for geoscience teachers, considering the approaches can help you consider your own approach to monitioring your own thinking and the calibration between your confidence and your performance.
These are videos of presentations at a conference focusing upon metacognition in the geosciences. While, again, the intended audience for many of these is geoscience educators, watching and considering some of the techniques and concepts in these videos will help to inform you how metacognition is being approached in geoscience education.
The videos that are utilized in the calibration tests are developed at NCSU by the author's research group. Though many of them will eventually be featured on this tutorial in the "Practice and Improve" repository of calibration tests, the entirety of the collection is available and will always be current with the newest videos.
This is the companion to the YouTube page that contains the motivations and explanations for many of the approaches utilized in generating the videos that make up the forms developed for this tutorial.
Geoscience Learning Process Research Group at NCSU
This is a link to the research group at North Carolina State University (of which the author is a member) that focuses upon the process of learning geoscience.
Now that you have read about or seen how metacognition is being approached oin geoscience education, you can get to the real good stuff. You may be asking yourself, "why should I care about being better calibrated?"; "what does all this metacognition stuff do for me?" In the next section, we will look at the research behind calibration and the implications of being a better-calibrated undergratuate student