Just as we instruct students in the development of habits that encourage them to think critically about the content of our courses, we must also teach them to critically consider the ways in which they come to learn and to know new information. This "thinking about thinking" or "knowing about knowing" or, simply, metacognition, enables students to regulate their study behaviors by discerning and adopting strategies that are most impactful to their own learning. Appropriate for all faculty and administrators, this interactive session explores the development of metacognitive regulatory skills among third-year Human Physiology students through a three-fold intervention involving the use of active study strategies. The presenters will illustrate the impact of the intervention on the development of metacognitive regulation and the subsequent impact on student performance by sharing, discussing, and evaluating data collected throughout the semester.
