Abstract
ABSTRACTThis article examines metacognitive-based teaching strategies and provides preliminary evidence about their effectiveness in the political science classroom. In a 2013 Fall semester Introduction to Political Science course, three metacognitive-based teaching strategies were designed and implemented for improving student learning through greater self-regulation and awareness. This article compares the student learning outcomes to a previous version of the course and also assesses student learning over the semester, including a pre- and postassessment of course-based knowledge. By assessing changes in student learning, the article investigates, identifies and isolates specific and transferable classroom interventions for improving student learning and proposes using metacognitive-based teaching strategies in a political science classroom.
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