#470: Metacognition, Epistemic Framing, and Knowledge Coordination: A Longitudinal Case Study of Learning in an Intro Biology Course

This longitudinal qualitative study examines learning mechanisms underlying conceptual knowledge development in a semester-long, high-structure undergraduate biology course. Drawing on coordination class, metacognition, and epistemic framing theories, we characterize how students developed knowledge underlying the core concept of gradient-driven flow (flux), a broadly applicable principle of physiological systems. Findings reveal a reciprocal relationship in which metacognitive actions and sensemaking epistemic frames promote knowledge development, while growing conceptual understanding fosters metacognitive regulation and sensemaking.