Homework as a metacognitive tool in an undergraduate physics course

WOS: 000470890000002A considerable body of research shows that individuals who demonstrate a wide variety of metacognitive skills perform better on scientific problem solving. We developed a way of implementing homework in an undergraduate physics course to promote metacognitive skills. This novel homework design includes both an individual and a team phase and was implemented in a team-based learning environment. We developed a coding table to conduct both qualitative and quantitative analyses of students' expressions of metacognitive thinking. Results indicate that students' expressions of metacognitive thinking improved during the term. Data also show that team discussion helps improve metacognitive skills.Fundacao da Ciencia e Tecnologia; COMPETE 2020 program in FEDER component (European Union) [UID/FIS/04650/2013]; Zonguldak Bulent Ecevit University, Turkish Academy of Sciences [TUBA-GEBIP/2017]; National Science FoundationNational Science Foundation (NSF) [NSF DUE-1504664]The authors are pleased to acknowledge the help of Professor Cleci Werner da Rosa, from Universidade de Passo Fundo, Brazil, and Professor Sakir Erkoc, from Middle East Technical University for providing feedback. The authors also acknowledge financing of Fundacao da Ciencia e Tecnologia, of COMPETE 2020 program in FEDER component (European Union), through Project No. UID/FIS/04650/2013, Zonguldak Bulent Ecevit University, Turkish Academy of Sciences (TUBA-GEBIP/2017), and National Science Foundation (NSF DUE-1504664) for supports to this research