Developing Metacognition through LLM-Enhanced Writing Assignments: Critical Thinking Exercises for Scientific Writing
Saved in:
| Title: | Developing Metacognition through LLM-Enhanced Writing Assignments: Critical Thinking Exercises for Scientific Writing |
|---|---|
| Language: | English |
| Authors: | Dimitria Electra Gatzia, Moriah K. Wood |
| Source: | American Biology Teacher. 2026 88(1):12-21. |
| Availability: | University of California Press. 2000 Center Street Suite 303, Berkeley, CA 94704. Tel: 510-643-7154; Fax: 510-642-9917; e-mail: customerservice@ucpressjournals.com; Web site: http://www.ucpressjournals.com/journal.php?j=abt |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Metacognition, Critical Thinking, Writing Assignments, Artificial Intelligence, Computer Uses in Education, Content Area Writing, College Science |
| DOI: | 10.1525/abt.2026.88.1.12 |
| ISSN: | 0002-7685 1938-4211 |
| Abstract: | Large language models (LLMs), such as ChatGPT, use natural language processing systems to generate coherent and informative responses to user questions. Instructors suspect that these powerful LLMs are being used more frequently by students for scientific writing assignments. The use of LLMs for writing, however, hinders the development of students' critical thinking skills and metacognition. The aim of this study is to demonstrate how LLM-based activities can enhance students' critical thinking skills, foster metacognitive development, and strengthen feedback literacy. This critical thinking exercise will also promote responsible LLM usage among students while leveraging metacognitive strategies to strengthen critical thinking skills specific to LLM-assisted learning environments. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1496407 |
| Database: | ERIC |
| Abstract: | Large language models (LLMs), such as ChatGPT, use natural language processing systems to generate coherent and informative responses to user questions. Instructors suspect that these powerful LLMs are being used more frequently by students for scientific writing assignments. The use of LLMs for writing, however, hinders the development of students' critical thinking skills and metacognition. The aim of this study is to demonstrate how LLM-based activities can enhance students' critical thinking skills, foster metacognitive development, and strengthen feedback literacy. This critical thinking exercise will also promote responsible LLM usage among students while leveraging metacognitive strategies to strengthen critical thinking skills specific to LLM-assisted learning environments. |
|---|---|
| ISSN: | 0002-7685 1938-4211 |
| DOI: | 10.1525/abt.2026.88.1.12 |
