Beschreibung:
<jats:p>Despite repeated exposure while progressing along a typical Undergraduate Science curriculum, learners find many fundamental concepts challenging to master. A recent report by the National Academy of Sciences identifies as one of the enduring challenges in education the <jats:italic>application of material in a new context</jats:italic>. However, when the mind’s ability to monitor and control its own activities is facilitated (metacognitive skills), the ability to transfer improves.</jats:p><jats:p>This investigation aims to determine which previously acquired concepts from other classes are difficult to apply in an undergrad introductory level Biochemistry course and simultaneously explores the students’ metacognitive awareness. Biochemistry is often taken as the final science course and is taught in an active learning environment, including group work and frequent prompts for reflection.</jats:p><jats:p>A pre‐instruction test revealed a moderate degree of mastery of problems that were identical to questions used in the finals of prerequisite chemistry classes. Within the biochemistry class pre‐ vs. post‐test performance of students shows varying degrees of acquisition and retention for specific. The acuity of the answers for individual questions did not correlate to confidence levels reported by the students while taking the tests. At the same time, a survey of learning habits indicates that biochemistry students are less anxious about exams than students in introductory chemistry classes. They are also more likely to regularly attend out‐of‐class help sessions and to meet their peers outside of class to study. Although they are equally unlikely to complete practice problems in addition to their homework, biochemistry students were ‘often’ able to identify what they did not know, but only ‘occasionally’ able to get help with what they did not know. At the end of the semester the more successful students reported their use of more study methods aside from adjustment of their study strategies indicating deliberate use of self‐regulatory mechanisms.</jats:p><jats:p>The exploratory data presented warrant further investigation of the connection between content mastery and metacognitive awareness and will contribute to a framework exploring transfer of content and skills across a typical undergraduate science track. The authors have applied for NSF funding to continue this work. </jats:p>