This article investigates the effects of teaching about metacognition in a sociological theory course. I created a series of teaching interventions to introduce students to the science of learning, including an interactive lecture on metacognition, a discussion that models metacognitive strategies, and activities for students to practice metacognition. This article describes those teaching interventions and assesses whether direct instruction led to greater use of metacognitive and cognitive strategies, confidence, and motivation to learn. Data were collected over seven semesters using a pretest–posttest approach. Comparison of means showed that students who received metacognitive instruction did not differ significantly from a control group on strategy use, confidence, or motivation. Regression analyses show that metacognitive instruction did lead to greater use of metacognitive strategies. While instruction in metacognition did not produce all desired effects, this research illustrates the value of incorporating the science of learning in sociology courses.

中文翻译：

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学习教学：社会学理论课教学对元认知的影响

本文研究了在社会学理论课程中教授元认知的效果。我创建了一系列教学干预来向学生介绍学习科学，包括元认知互动讲座、元认知策略模型讨论以及学生练习元认知的活动。本文描述了这些教学干预措施，并评估了直接教学是否会导致更多地使用元认知和认知策略、信心和学习动机。使用前测-后测方法收集了七个学期的数据。均值比较表明，接受元认知教学的学生在策略使用、信心或动机方面与对照组没有显着差异。回归分析表明，元认知教学确实导致更多地使用元认知策略。虽然元认知教学并没有产生所有预期的效果，但这项研究说明了将学习科学纳入社会学课程的价值。