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dc.contributor.authorNaug, Helenen_US
dc.contributor.authorColson, Natalieen_US
dc.contributor.authorDonner, Danen_US
dc.date.accessioned2017-04-24T09:06:30Z
dc.date.available2017-04-24T09:06:30Z
dc.date.issued2011en_US
dc.date.modified2012-02-10T02:31:08Z
dc.identifier.issn1935-9780en_US
dc.identifier.doi10.1002/ase.228en_US
dc.identifier.urihttp://hdl.handle.net/10072/41685
dc.description.abstractMany first year students of anatomy and physiology courses demonstrate an inability to self-regulate their learning. To help students increase their awareness of their own learning in a first year undergraduate anatomy course, we piloted an exercise that incorporated the processes of (1) active learning: drawing and plasticine modeling and (2) metacognition: planning, monitoring, reaction, and reflection. The activity was termed "blank page" because all learning cues were removed and students had to create models and diagrams from reflection and recall. Two hundred and eighty-two students responded to a questionnaire reporting qualitative feedback on the exercise. Based on student responses, the "blank page" activity was a positive learning experience and confirmed a need to teach metacognitive skills. From this pilot study, we established that drawing or plasticine modeling is an excellent vehicle for demonstration of the metacognitive processes that enable self-regulation: a known predictor of academic success. Anat Sci Educ. 頲011 American Association of Anatomists.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherJohn Wiley & Sonsen_US
dc.publisher.placeUnited Statesen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom231en_US
dc.relation.ispartofpageto234en_US
dc.relation.ispartofissue4en_US
dc.relation.ispartofjournalAnatomical Sciences Educationen_US
dc.relation.ispartofvolume4en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchSpecialist Studies in Education not elsewhere classifieden_US
dc.subject.fieldofresearchcode130399en_US
dc.titlePromoting metacognition in first year anatomy laboratories using plasticine modeling and drawing activities: A pilot study of the "Blank Page" techniqueen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.date.issued2011
gro.hasfulltextNo Full Text


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