BEGIN:VCALENDAR VERSION:2.0 METHOD:PUBLISH PRODID:-//Missouri State University/Calendar of Events//EN CALSCALE:GREGORIAN X-WR-TIMEZONE:America/Chicago BEGIN:VTIMEZONE TZID:America/Chicago BEGIN:DAYLIGHT TZOFFSETFROM:-0600 TZOFFSETTO:-0500 DTSTART:20070311T020000 RRULE:FREQ=YEARLY;BYMONTH=3;BYDAY=2SU TZNAME:CDT END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0500 TZOFFSETTO:-0600 DTSTART:20071104T020000 RRULE:FREQ=YEARLY;BYMONTH=11;BYDAY=1SU TZNAME:CST END:STANDARD END:VTIMEZONE BEGIN:VEVENT UID:1707a7a8-9214-496c-98cb-995d93102f61.220501@calendar.missouristate.edu CREATED:20220328T224417Z LAST-MODIFIED:20220328T224417Z LOCATION:Meyer Library\, Duane G. 101 SUMMARY:Chemistry & Biochemistry Seminar: "Explicit Teaching of Metacognit ive Strategies Improves Performance and Study Strategies of General Chemi stry Students" - By Dr. Jacinta Mutambuki DESCRIPTION:Transitioning from high school to college can be challenging t o many students enrolled in the introductory courses in science\, technol ogy\, engineering and mathematics (STEM) programs in the United States. T his is partly due to the use of ineffective study strategies\, which tend to be focused on rote memorization. In our lab\, we have shown that expl icitly teaching metacognition to General Chemistry students can improve p erformance on cognitively demanding chemistry concepts\, and enhance the adoption of effective study strategies that are transferrable to other co urses. Detailed methodology\, results and implications for practice will be discussed. X-ALT-DESC;FMTTYPE=text/html:<html><head><title></title></head><body><p><s pan>Transitioning from high school to college can be challenging to many students enrolled in the introductory courses in science\, technology\, e ngineering and mathematics (STEM) programs in the United States. This is partly due to the use of ineffective study strategies\, which tend to be focused on rote memorization. In our lab\, we have shown that explicitly teaching metacognition to General Chemistry students can improve performa nce on cognitively demanding chemistry concepts\, and enhance the adoptio n of effective study strategies that are transferrable to other courses. Detailed methodology\, results and implications for practice will be disc ussed. </span></p></body></html> DTSTART;TZID=America/Chicago:20220330T153500 DTEND;TZID=America/Chicago:20220330T162500 SEQUENCE:0 URL: CATEGORIES:Public,Alumni,Current Students,Faculty,Future Students,Staff END:VEVENT END:VCALENDAR