To learn how to learn! Integrating a metacognitive approach in lectures

Abstract

In this paper the use of a metacognitive approach in teaching to assist students to become aware of their learning process and improve their study techniques is explored in relation to a compulsory course in Microbiology given to second year students in the MSc engineering programme in Biotechnology at the Faculty of Engineering (LTH), Lund University. Lectures mostly focus on describing and explaining what to learn but more seldom on how to learn. This can have an impact on the learning outcome, students’ motivation to read and influence whether they adopt a surface or deep approach towards acquiring new knowledge. A survey on metacognition and other modifications was introduced in the Microbiology course. Based on the outcome of these activities different ideas on how to implement metacognitive approaches in teaching and lecturing are proposed.