So, scientists have to think about the social consequences of being wrong. That means science isn’t just about data—it’s also about ethics, responsibility, and trust.
There are a lot of experiments and studies that require other people. The idea of morals and ethnics is something that should be discussed and solidified before doing anything at all.
Science has a sexism problem. Women’s research is often cited less than men’s, even when it’s just as good
I feel like this idea is brought up in a lot of conversations but people don't actually know how big of a problem this is. We miss out on important perspectives that couldn't have been found otherwise.
It’s shaped by the people doing it, the society they live in, and the values they carry.
When reading about science experiments and findings, I always think about the people behind it and how they must've felt being able to replicate scientific findings knowing they did it right. I know for sure that I am the kind of person to feel great about that.
Learn from Mistakes: Be willing to admit when you are wrong and actively learn from those errors. Failure is a natural and important part of the learning process.
This is something that everyone always says when you are growing up. Now, it really resonates with me as a student because there are many failures and mistakes that I have made where I have learned from it.
It is important for teachers to model their own struggles and failures, sharing stories about how they navigated shortcomings as students or researchers, which encourages students to confront their own and embrace the learning process.
It is encouraging to hear about struggles from other people. It brings people together knowing that we as people have struggled with the same topics. It encourages us to keep going because we see a role model who also struggled and is now very successful.
Incorporating reflective questions into lab activities or assignments prompts students to pause and assess independently, making them consider potential biases in their conclusions.
I have always appreciated when teachers and professors included questions where we as students have to reflect on ourselves. It puts me in a mindset where I am able to learn more about myself in an educational setting.
They are not fixed traits but are malleable and can be shaped through educational interventions and repeated learning experiences over time.
I never thought about this before. I have always put all of them under one category and never thought to separate them before.
A growth mindset is a powerful belief system that views intelligence and abilities as malleable and capable of development through persistent effort, effective strategies, and help-seeking
After reading this article, I didn't know what it truly meant to have a growth mindset. It was something that everyone always talked about, but it was never explained to me in depth like it was in this article.
Crucially, avoid phrases like "gifted" and "smart" that describe intelligence as a fixed trait rather than acknowledging effort and strategy.
I have never thought about the connotation these words had. Growing up hearing about programs like "gifted and talented" always sounded weird to me personally. I didn't know it was something that was controversial or something that was discouraged.
FG students often face more barriers in college, including lower grades and higher dropout rates compared to continuing-generation (CG) students.
I can definitely relate to this finding. As a first generation student myself going into such a rigorous major, I can understand the struggle of navigating through an unfamiliar setting like college.
Metacognition also extends to social contexts. In group work, students can help check each other's understanding, offer corrections, and appraise solutions collectively.
Making connections can help students through struggles and troubles. Through these academic connections can come lifelong connections that offer support. In the moment, students can become narrow minded and not realize the many viewpoints that are only achieved through these connections.
By fostering their ability to plan, monitor, and evaluate their own thinking, instructors equip students with essential tools to effectively solve problems, identify and address knowledge gaps, persist through challenges, and continually improve their academic performance in various learning contexts.
It is very important that instructors help students with this skill. Instructors are incorporated in students' lives and stand as one of the most influential people in their lives. Having these skills will set up students for growth and success.
Administering non-graded pre-tests or self-assessments
Using this strategy before provided by previous instructors, I have found that these self-assessments help me understand what I still need to work on. It was extremely helpful especially as review for big exams. Self administered tests are a lot less stressful and it is something you choose to do, which may make it easier to do overall.
This means it's not just a casual reflection, but a deliberate effort to improve how one learns and solves problems.
This is such an interesting way to think about metacognition. I have never thought of it this way until I read this quote.