Promoting Metacognition in First Year Anatomy Laboratories Using Plasticine Modeling and Drawing Activities: A Pilot Study of the "Blank Page" Technique

作者：Naug Helen L^*; Colson Natalie J; Donner Daniel G

来源：Anatomical Sciences Education, 2011, 4(4): 231-234.

DOI：10.1002/ase.228

• metacognition
• active learning
• anatomy laboratories
• plasticine modeling
• clay modeling
• innovations
• anatomy education

Many 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 4: 231-234.

• 出版日期2011-8