[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598998-105":59,"doc-detail-598998-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","a-learning-philosophy-assignment-positively-impacts-student-learning-outcomes-read-online-free","A Learning Philosophy Assignment Positively Impacts Student Learning Outcomes - read online free","","A study examines how a learning philosophy assignment affects students’ intellectual development and their mastery of first-year biology and second-year biochemistry content. Pre- and post-surveys assess changes in cognitive complexity, while midterm and final exam results evaluate mastery. Findings show biology students avoided declines in cognitive complexity, and biochemistry students improved final performance relative to midterms, alongside increased cognitive complexity. Results indicate the assignment supports metacognition and strengthens learning integration for better course outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-learning-philosophy-assignment-positively-impacts-student-learning-outcomes-read-online-free/598998/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-learning-philosophy-assignment-positively-impacts-student-learning-outcomes-read-online-free/598998.png","ImageObject",300,407,{"name":92,"@type":93},"jay","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How was the impact of the learning philosophy assignment evaluated?","Question",{"text":112,"@type":113},"The study used pre- and post-surveys to measure cognitive complexity and compared students’ midterm and final exam marks to assess mastery of course content.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What results were observed for students in biology and biochemistry?",{"text":117,"@type":113},"Biology students were rescued from a decrease in cognitive complexity, and second-year students improved biochemistry final performance relative to midterm while also showing increases in cognitive complexity.",{"name":119,"@type":110,"acceptedAnswer":120},"What learning mechanism does the study connect to these improvements?",{"text":121,"@type":113},"The findings suggest the assignment engages students in metacognition of their learning, promoting intellectual development and mastery of course material.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598998,1793128106,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747858866,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","A Learning Philosophy Assignment Positively Impacts Student Learning Outcomes  \nNeil Haave, Kelly Keus, & Tonya Simpson University of Alberta  \nThis study analyzed the effect of a learning philosophy assignment on students' intellectual development and mastery of first-year biology and second-year biochemistry course content. We used pre- and post-surveys to assess students' cognitive complexity, and compared students' midterm and final exam marks to assess mastery of course content. The learning philosophy assignment rescued students in the biology course from a decrease in cognitive complexity. Additionally, second-year students were rescued from performing poorly on the biochemistry final exam relative to the midterm, and also showed increases in cognitive complexity. These results suggest that a learning philosophy assignment may be an effective way of engaging students in metacognition of their learning to promote their intellectual development and mastery of course material.  \nCette étude consiste en l'analyse de l'effet d'un devoir portant sur la philosophie del'apprentissage sur le développement intellectuel des étudiantset sur leur maîtrise de lamatièredes cours de biologie de première annéeet de biochimie de deuxièmeannée. Nous avonsutilisé dessondages avant et après le devoir afin d'évaluer la complexité cognitive des étudiants. Nous avons également comparé les résultats des étudiants aux examens de mi-session et de fin de session afin d'évaluer leur maîtrise de la matière du cours. Grâce au devoir sur la philosophie de l'apprentissage, les étudiants du cours de biologie n'ont pas vu leur complexité cognitive diminuer. De plus, les étudiants de deuxième année ont ainsi pu éviter d'obtenir, dans leurexamen final de biochimie, des résultats inférieurs à ceux de leur examen de mi-session, touten montrant les signes d'un accroissement de la complexité cognitive. Les résultats de l'étudesuggèrent qu'un devoir sur la philosophie del'apprentissage peut aider les étudiants à participer à un processus de métacognition de leurapprentissage, ce qui favoriserait leur développement intellectuel et leur maîtrise de la matière du cours.  \nMany universities and colleges enable  \nstudents to track the completion of their  \ndegree program. At Augustana, we provide students with a Program Planning Form that organizes their courses into the different requirements  \nfor graduation. Many of our students, however, seem to use this as the frame for viewing their education: a list of boxes to be checked. Many students do not understand the overarching coherence in their major and general education requirements. Curricular  \ncoherence is present but Augustana has not always explicitly explained this to our students. As a result, many students collect a pile of courses without assembling them into an education (Smith, 1998).  \nAugustana's current core curriculum is a general education that meets the breadth needs ofour students and inculcates in students the particular values held by the Augustana professoriate, developing their communication, thinking, and research skills. In the late 2000s, our administration noticed that our graduates displayed difficulties articulating their skills to potential employers. Similarly, some instructors noticed students having difficulty applying prior learning from pre-requisite classes. Students seemed to be engaged in a learning cycle of memorize-regurgitate-purge as a result of not integrating their learning experiences into an interconnected and robust knowledge structure. Constructivist learning theory suggests that deep learning-learning that sticks-best occurs if students weave their education into their existing mental models of how the world works (Hartle, Baviskar, & Smith, 2012). Studies from educational psychology support this view (Ambrose et al., 2010; Brown, Roediger III, & McDaniel, 2014) . To investigate how Augustana could facilitate deeper learning in our students, we conducted an e-portfo","cbCaigyvZ00fafhL","https://ap.wps.com/l/cbCaigyvZ00fafhL","pdf",727968,23,"English","# Introduction\n## Learning philosophy assignment effects on cognitive complexity\n## Assessment via surveys and exams\n# Metacognition and learning theory\n## Constructivist deep learning and mental models\n## Metacognitive knowledge and regulation\n# Program and curriculum context\n## Curricular coherence and student learning cycles\n## E-portfolio pilot and observed engagement","[{\"question\":\"How was the impact of the learning philosophy assignment evaluated?\",\"answer\":\"The study used pre- and post-surveys to measure cognitive complexity and compared students’ midterm and final exam marks to assess mastery of course content.\"},{\"question\":\"What results were observed for students in biology and biochemistry?\",\"answer\":\"Biology students were rescued from a decrease in cognitive complexity, and second-year students improved biochemistry final performance relative to midterm while also showing increases in cognitive complexity.\"},{\"question\":\"What learning mechanism does the study connect to these improvements?\",\"answer\":\"The findings suggest the assignment engages students in metacognition of their learning, promoting intellectual development and mastery of course material.\"}]","A Learning Philosophy Assignment Positively Impacts Student Learning Outcomes - read online free | PDF",1792087986,58]