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Introductory Biology Students’ Use of Enhanced Answer Keys and Reflection Questions to Engage in Metacognition and Enhance Understanding

*Address correspondence to: Jaime Sabel (E-mail Address: [email protected]).

Department of Biological Sciences, College of Arts and Sciences, University of Memphis, Memphis, TN 38152

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Joseph T. Dauer

School of Natural Resources, University of Nebraska–Lincoln, Lincoln, NE 68583

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School of Natural Resources, University of Nebraska–Lincoln, Lincoln, NE 68583

Department of Teaching, Learning, and Teacher Education, College of Education and Human Sciences, University of Nebraska–Lincoln, Lincoln, NE 68588

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Debra Tomanek, Monitoring Editor

Published Online:13 Oct 2017https://doi.org/10.1187/cbe.16-10-0298

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Vol. 16, No. 3

September 01, 2017

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History

Submitted: 14 October 2016

Revised: 22 March 2017

Accepted: 28 March 2017

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© 2017 J. L. Sabel et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

This work was funded by the Herbert Brownell Fellowship. However, any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors. We thank Jenny Dauer, Laura Zangori, Tina Vo, and anonymous reviewers for their help in thinking about these issues and their thoughtful comments on earlier versions of this paper.