Beginning to Understand and Promote Engineering Students' Metacognitive Development

Cunningham, Patrick; Matusovich, Holly M.; Morelock, John Ray; Hunter, Deirdre-Annaliese Nicole

doi:10.18260/p.26372

Cited by 12 publications

(8 citation statements)

References 5 publications

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“…In a largely student-structured, project based learning environment, junior and senior engineering students were included in a study [6] to enhance lifelong learning via metacognition. Cunningham et al [7] included sophomores in the first phase of their study. Their approach was to provide students with short videos and assignments to provide background and framework for metacognition.…”

Section: Introductionmentioning

confidence: 99%

Introducing Metacognition to Sophomores and Juniors and Its Effect on Academic Performance

Batson¹

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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Due to a perceived lack of academic preparation provided by U.S. high schools, an interest in teaching students about metacognition has been developing among educators at the college level.Metacognition is an individual's awareness of his or her own learning and thinking processes. Directed to learners, it has been described as thinking about your own thinking [1]. Importantly, metacognition is personalized. It is not how everyone thinks or learns.Overall, the students in the courses included in this study did not perform exceptionally compared to students in previous semesters who did not experience a formal intervention on metacognition. One exam grade appears to be better than previous semesters to a degree that more than "chance" was probably involved. A small number of students succeeded in bringing their grades from an initial failure (Exam I) to a satisfactory course grade. The fraction of students achieving this was greater in the fall of 2017 than historically.

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Section: Introductionmentioning

confidence: 99%

Introducing Metacognition to Sophomores and Juniors and Its Effect on Academic Performance

Batson¹

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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“…The metacognition intervention included a series of modules that started in about week 6 (of 15) of the course. Greater detail about the purpose and design of the modules has been reported elsewhere (Cunningham, et al, 2015;Cunningham, et al, 2016;Cunningham, et al, 2017;Williams, et al, 2016), though the modules generally include a video about an element of metacognition and activities to be done inside and outside of class. The pre-and post-tests were completed during the small group meetings just before the modules began (week 5) and just after the last module (week 15).…”

Section: Site and Intervention Descriptionmentioning

confidence: 99%

Board 29: The Impact of Metacognitive Instruction on Students' Conceptions of Learning and their Self-monitoring Behaviors

Cunningham

Matusovich

Venters

et al.

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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“…For example, Cunningham, Morelock, & Matusovich [5] taught students to understand what metacognition is and why it is important. They also prompted students to answer reflective questions, which facilitated students' self-evaluation about their exam performance.…”

Section: Background and Motivationmentioning

confidence: 99%

The Development of Engineering Students' Metacognitive Skills in Informal Engineering Learning Activities

Xü¹,

Bland²,

Kusano³

et al.

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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IntroductionThe ability to analyze and evaluate one's own thinking and acquisition of knowledge and skills, or metacognition, is an important set of skills for engineering students to acquire. Metacognition is simply defined as "thinking about thinking" or "cognition about cognition" [8]. It is awareness of one's learning processes and regulation of one's learning behaviors [8]. In this paper, we will address two types of metacognitive skills: metacognitive knowledge and metacognitive regulation. Flavell [8] described metacognitive knowledge as an individual's knowledge about their own cognitive processes; metacognitive regulation is a process in which individuals monitor, regulate and evaluate cognitive activities to attain particular cognitive goals [25]. Metacognitive skills are related to learning. Students who understand how to apply metacognition to their learning had a better understanding of learning and were more successful [1, 9, 17]. Specifically, students' self-awareness of their learning processes facilitated learning and performance [2]. In addition, students' application of metacognitive skills in practice supported students' learning within different contexts and improved their adaptive capabilities within those contexts [23]. Because adaptive capabilities are critical within the engineering workplace, it is important that engineering students learn metacognitive skills necessary to develop adaptive capabilities. The purpose for this work is to examine students' statements about their experiences within engineering competitions and a service-based learning project identifying their metacognitive reflections about their participation in these informal learning environments. Background and MotivationThe conceptualization of "thinking about thinking" has evolved since Flavell [8] first discussed metacognition. Researchers have agreed that metacognition consists of knowledge of cognition and regulation of cognition [8,19,20,25]. Knowledge about cognition describes individuals' self-knowledge, knowledge about strategies, as well as appropriate application of different strategies in practice. Knowledge about cognition consists of three types of knowledge including declarative knowledge, procedural knowledge and conditional knowledge [10]. Regulation of cognition indicates that individuals are capable of planning, managing information, monitoring, debugging and evaluating [10,20,24,25].

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Beginning to Understand and Promote Engineering Students' Metacognitive Development

Cited by 12 publications

References 5 publications

Introducing Metacognition to Sophomores and Juniors and Its Effect on Academic Performance

Introducing Metacognition to Sophomores and Juniors and Its Effect on Academic Performance

Board 29: The Impact of Metacognitive Instruction on Students' Conceptions of Learning and their Self-monitoring Behaviors

The Development of Engineering Students' Metacognitive Skills in Informal Engineering Learning Activities

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