Re: [Phys-L] Metacognition

["Anthony Lapinski" <Anthony_Lapinski@pds.org>]

This is what peer instruction does and it has revolutionized how I teach
and how my students learn.


Phys-L@Phys-L.org writes:
> Unfortunately lectures do not do a good job of promoting metacognition.
> That is why PER has reduced lectures.  In a lecture you learn about
> thinking, but to learn to do metacognition you have to experience it.
> Remember that Feynman knew that his lectures were failures.
>
> To promote metacognition in students you have to question them.  They have
> to answer questions rather than you answering questions.  They have to be
> pushed to think rather than you doing the thinking for them.  I have shown
> gain on the Lawson test and also seen transfer, which I would interpret as
> increased metacognition.
>
> John M. Clement
> Houston, TX
>
>
> > As for me, I completely agree that metacognition means 
> > "thinking about 
> > thinking".  See also
> >   http://www.av8n.com/physics/thinking.htm
> >
> > > Also, if you can, please provide more explanation of 
> > metacognition as well as some examples.
> >
> > 1) One of the reasons the Feynman lectures are so highly regarded 
> > is that many metacognition lessons are sprinkled throughout.  For 
> > example, in Volume I Chapter 22, he doesn't just assert that sine 
> > and cosine exist;  he shows how you could have figured out for 
> > yourself, on a desert island, the salient properties of sine and 
> > cosine and various other things.  The chapter closes with the words:
>
>
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