Metacognitive Awareness in Problem-Based Learning

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Metacognitive Awareness in Problem-Based Learning

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Publication Article, peer reviewed scientific
Title Metacognitive Awareness in Problem-Based Learning
Author(s) Warfvinge, Gunnar ; Wretlind, Katarina
Date 2006
English abstract
This project focuses on students’ proficiency to learn in a problem-based curriculum at the Faculty of Odontology at Malmö University. We have developed a series of metacognitive workshops designed to make students more aware of the structure of a fruitful problem-solving rationale. A play exemplifying a condensed low-achieving tutorial was performed live by students, followed by discussions. In other workshops, the students analyzed tutorial reports with reference to the problem-solving structure and also tried to write new cases from given curricular goals. The students exposed to the exercises displayed a higher metacognitive awareness than students not exposed and they also felt that their tutorial work had improved. In conclusion, to enhance learning, it is desirable to boost students’ metacognitive awareness and it is also possible to do so.
Host/Issue International Journal of Learning;8
Volume 13
ISSN 1447-9494
Pages 105-110
Language eng (iso)
Subject(s) Classroom Research
Dental Students
Higher Education
Problem Based Learning
Problem Solving
Humanities/Social Sciences
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Handle http://hdl.handle.net/2043/3726 (link to this page)

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