Leyte Winfield, Chair of the Division of Natural Science and Mathematics at Spelman College, will deliver a seminar entitled, "Structure collaborative learning to promote metacognition and cognitive discourse in the undergraduate organic chemistry curriculum." Hosted by Tania Lupoli.
Zoom Link: https://nyu.zoom.us/j/92671412219?pwd=b3VjQytQWXJZSVNBY2F2eURCU1d6Zz09
For more information about Leyte Winfield, click here.
Abstract: Educators agree that student-centered learning strategies, when employed thoughtfully and systematically, enhance learning compared to traditional lecture techniques.31 Within the science education community, these strategies allow students to control their educational experiences to improve cognition and confidence regarding course-related concepts. Such experiences utilize peer-led learning strategies in addition to other active learning pedagogies. The Community of Inquiry model posits that the student learning experience is influenced by teaching, cognitive, and social interactions and is based on a constructivist approach to learning.32,33 The work that will be presented here examines the social presence—the ability of learners to project their personal characteristics into the community of inquiry, thereby presenting themselves as holistic beings—during peer-led learning activities. In the first-semester undergraduate organic chemistry course, collaborative learning was facilitated through group assignments and quizzes. In the second semester course, group engagement was facilitated through peer led workshops. Both activities allowed students to engage in a level of dialog that promotes an understanding of the concept. In addition, both provide students immediate feedback on their level of content mastery while serving as a resource to promote metacognition. Data will be presented to provide insight into students’ metacognition and cognitive discourse during and after these activities.