[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-599202-105":59,"doc-detail-599202-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","building-metacognition-and-thinking-using-a-deliberate-approach","Building Metacognition and Thinking Using a Deliberate Approach","","Building Metacognition and Thinking Using a Deliberate Approach studies a Context Based Learning redesign for Nursing courses focused on life transitions, replacing lecture-driven formats with group discussion, written concept analysis, group presentations, reflection on thinking, simulations, group skills analysis, and a final paper. The study evaluates how these strategies build students’ metacognition and thinking. Findings indicate that the course structure increases thinking and metacognition, especially through group discussion tied to concept analysis, supported by listening and a safe learning environment, while larger groups and stronger faculty control reduce thinking development.",{"@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/building-metacognition-and-thinking-using-a-deliberate-approach/599202/",{"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/building-metacognition-and-thinking-using-a-deliberate-approach/599202.png","ImageObject",300,407,{"name":92,"@type":93},"kopisore","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What instructional strategies were used in the redesigned Life Transitions nursing courses?","Question",{"text":112,"@type":113},"The redesign used group discussion, written concept analysis, group presentations, reflection on thinking, simulations, group skills analysis, and a final paper.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the redesigned structure affect students’ metacognition and thinking?",{"text":117,"@type":113},"Students and faculty agree the course structure stimulates thinking and metacognition, especially when presentations are discussed through concept analysis.",{"name":119,"@type":110,"acceptedAnswer":120},"What factors were linked to less thinking development in small group CBL?",{"text":121,"@type":113},"Less thinking developed when group sizes were larger and when faculty controlled the group more strongly.","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},599202,1792882845,{"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":81,"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},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Building Metacognition and Thinking Using a Deliberate Approach  \nSheetal Donaldson  \nVancouver Community College  \nThis article describes the Context Based Learning (CBL) redesign of Nursing courses addressing life transitions, including by implementing group discussion, written concept analysis, group presentations, reflectionson thinking and simulation performance, group skills analysis and a finalpaper. The purpose ofthe study was to determine how these strategies build metacognition and thinking in the students. Both students and faculty participants agreed the structure of the courses stimulated thinking and metacognition, especially through group discussion of the presentations based on the concept analysis. Students said listening and a safe learning environment helped them think and reflect. However, the larger the group and the more faculty controlled the group, the less thinking developed. This study provides insights into the importance of a safe learning environment, listening, group size andfaculty control in the development of thinking and self-reflection in small group CBL format that may be applicable to many disciplines.  \nDans cet article, nous examinons la refonte, axée sur l’apprentissage fondé sur le contenu, des cours en soins infirmiersportant sur les transitions de la vie. Cette refonte comprendla mise en place de la discussion de groupe, de l’analyse de concepts à l’écrit, de présentations de groupe, de réflexions sur la pensée et de simulations, d’analyses de compétence en groupe et d’un travail final. L’étude visait à déterminer de quelle manière ces stratégiespermettent de bâtir des capacités de pensée et de métacognition chez les étudiants. Les participants à l’étude, qu’ils soient étudiants ou enseignants, ont reconnu que la structure des cours avait eu pour effet demobiliser la pensée et la métacognition, tout particulièrement lors des discussions de groupe portant sur les présentations fondées sur l’analyse des concepts. Les étudiants ont dit que l’écoute ainsi qu’un milieu d’apprentissage sûr les ont aidés à penser et à réfléchir. Toutefois, plus le nombre d’étudiants était élevé et plus les enseignants exerçaient un contrôle sur le groupe, moins la pensée trouvait à s’épanouir. Notre étude permet de mesurer l’importance d’un milieu d’apprentissage sûr, de l’écoute, de la taille du groupe et du contrôle exercé par l’enseignant dans le développement de la pensée et de l’autoréflexion dans le contexte de l’apprentissage fondé sur le contenu en petits groupes. Ces résultats pourraient s’appliquer à beaucoup d’autres disciplines.  \nBackground  \nThe Bachelor  \nProgram at  \nof Science Vancouver  \nin Nursing (BScN) Community College  \n(VCC) is an eight-semester program with 24 credits of English, Social Science and Biology courses required before entrance. The program admits 24 students each term. There are 34 courses including 14 nursing clinical experiences incorporated throughout  \nthe program. There are six three-credit nursing courses called “Life Transitions” to be completed within the first six semesters of the program. Initially, these were structured using lectures, content-based exams and a final paper. However, a three-year program evaluation and feedback from clinical faculty noted that students struggled to make and communicate clinical judgments based on sound reasoning, apply nursing concepts in their nursing practice, and reflect on their nursing practice. The  \nresearch by Turkle (2015) echoed program concerns. Turkle described the current post-secondary students' difficulty to engage in deep thinking, their lack of patience with struggle, their sense of unease with grey areas, their challenges in communicating relevant information verbally and their difficulty engaging in self-reflection.  \nSelf-regulated learning strategies build both cognitive and metacognitive skills as students develop a reliable discipline-specific knowledge base ((Brookfield, 2012; Kuiper, 2005; Kuiper & Pesut","cbCaimE9c8W1xJ92","https://ap.wps.com/l/cbCaimE9c8W1xJ92","pdf",283922,13,"English","# Background\n## Program context and learning challenges\n## Self-regulated learning and metacognition theory\n# The Courses\n## Context Based Learning (CBL) design\n## Group structure and progression","[{\"question\":\"What instructional strategies were used in the redesigned Life Transitions nursing courses?\",\"answer\":\"The redesign used group discussion, written concept analysis, group presentations, reflection on thinking, simulations, group skills analysis, and a final paper.\"},{\"question\":\"How does the redesigned structure affect students’ metacognition and thinking?\",\"answer\":\"Students and faculty agree the course structure stimulates thinking and metacognition, especially when presentations are discussed through concept analysis.\"},{\"question\":\"What factors were linked to less thinking development in small group CBL?\",\"answer\":\"Less thinking developed when group sizes were larger and when faculty controlled the group more strongly.\"}]","Building Metacognition and Thinking Using a Deliberate Approach | PDF",1792088337,33]