Characterizing Introductory Biology Instructors' Understanding of Metacognition and Its Role in Supporting Undergraduate Student Learning
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| Title: | Characterizing Introductory Biology Instructors' Understanding of Metacognition and Its Role in Supporting Undergraduate Student Learning |
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| Language: | English |
| Authors: | Carissa J. Kohlwey, Jerzie Johnson, Simran Dhillon, Amy E. Kulesza (ORCID |
| Source: | Journal of Microbiology & Biology Education. 2026 27(1). |
| Availability: | American Society for Microbiology. 1752 N Street NW, Washington, DC 20036. Tel: 202-737-3600; e-mail: journals@asmusa.org; Web site: https://journals.asm.org/journal/jmbe |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Introductory Courses, Biology, College Faculty, Metacognition, Undergraduate Students, Skill Development, Student Development, Barriers |
| ISSN: | 1935-7877 1935-7885 |
| Abstract: | Since the start of the COVID-19 pandemic in March 2020 that initiated the transition to online classrooms, metacognition has become increasingly essential for both instruction and student learning. In the post-pandemic environment, understanding how Introductory Biology instructors perceive fostering the development of students' metacognitive skills is necessary for supporting students who are struggling to adapt to change and to support instructors in understanding best teaching practices. This study used semi-structured interviews to explore how Introductory Biology instructors perceive their role in fostering the development of students' metacognitive skills and to identify areas where additional support through Teaching Professional Development is needed. The study characterized instructors' understanding of metacognitive skill development, their reported strategies for encouraging student metacognition, and the challenges and barriers they perceived to face when attempting to implement such practices. The research team developed the initial codes using emergent themes from the interview transcripts related to three research questions. Although the small sample size limits generalization, the voices of these instructors reveal common themes regarding their level of understanding of metacognition, the strategies they used, and the barriers they faced. These findings suggest that, while instructors recognize the importance of metacognition, their interpretations of the construct are often broad and variably aligned with theoretical definitions. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504673 |
| Database: | ERIC |
| Abstract: | Since the start of the COVID-19 pandemic in March 2020 that initiated the transition to online classrooms, metacognition has become increasingly essential for both instruction and student learning. In the post-pandemic environment, understanding how Introductory Biology instructors perceive fostering the development of students' metacognitive skills is necessary for supporting students who are struggling to adapt to change and to support instructors in understanding best teaching practices. This study used semi-structured interviews to explore how Introductory Biology instructors perceive their role in fostering the development of students' metacognitive skills and to identify areas where additional support through Teaching Professional Development is needed. The study characterized instructors' understanding of metacognitive skill development, their reported strategies for encouraging student metacognition, and the challenges and barriers they perceived to face when attempting to implement such practices. The research team developed the initial codes using emergent themes from the interview transcripts related to three research questions. Although the small sample size limits generalization, the voices of these instructors reveal common themes regarding their level of understanding of metacognition, the strategies they used, and the barriers they faced. These findings suggest that, while instructors recognize the importance of metacognition, their interpretations of the construct are often broad and variably aligned with theoretical definitions. |
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| ISSN: | 1935-7877 1935-7885 |
