Research and Teaching: SMASH: A Diagnostic Tool to Monitor Student Metacognition, Affect, and Study Habits in an Undergraduate Science Course | NSTA

Research and Teaching: SMASH: A Diagnostic Tool to Monitor Student Metacognition, Affect, and Study Habits in an Undergraduate Science Course

Journal of College Science Teaching—January/February 2018

This study describes the development and implementation of an iterative diagnostic and intervention routine designed to elicit and quantitatively describe aspects of student metacognition, affect, and study habits in a first-year undergraduate biology course.

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