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

Cunningham, Patrick; Matusovich, Holly M.; Venters, Chris; Blackowski, Sarah Anne; Bhaduri, Sreyoshi

doi:10.18260/1-2--29999

Cited by 4 publications

(5 citation statements)

References 21 publications

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“…of cognition noted here are echoed by scholars in engineering education who focus on cognition and note the importance of both underlying mental models and metacognitive awareness (e.g., P. J. Cunningham et al 2018;Montfort et al 2009;Streveler et al 2014) in engineering education broadly. Importantly, however, these processes also move beyond basic domain knowledge and simplified heuristics to reflect the ways experts develop, learn from, and subsequently draw on a repertoire of experiences -what Gonzalez refers to as "context-action exemplars" (Gonzalez 2017, p. 10) (see, for example, recent work by Barner et al [2021], on the importance of context in the application of engineering heuristics and the differences between academic and workplace applications).…”

Section: Studies In Engineering Educationmentioning

confidence: 68%

“…At the same time, the broader scholarship on judgment often emerges within research on decision-making, particularly in the cognitive sciences. This focus on cognitive processes in decision-making research intersects with current work in engineering education on misconceptions (Streveler et al 2014), conceptual understanding (Bornasal et al 2018;Montfort et al 2009;Streveler et al 2008), and metacognition (P. Cunningham et al 2017;P. J. Cunningham et al 2018;McCord & Matusovich 2019) that lay critical foundations for course and curriculum design.…”

Section: Studies In Engineering Educationmentioning

confidence: 95%

“…To that end, current research identifying effective practices for helping students build mental models (e.g., Johnson-Glauch et al 2020;Streveler et al 2014;Yang et al 2020), develop expertise (e.g., Litzinger et al 2011;McKenna 2014), and engage in metacognition (P. J. Cunningham et al 2018;Magana et al 2019) can and should directly inform educators in designing relevant experiences.…”

Section: Implications For Educationmentioning

confidence: 99%

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Theorizing Engineering Judgment at the Intersection of Decision-Making and Identity

Francis¹,

Paretti²,

Riedner³

2022

Studies in Engineering Education

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Engineering judgment is critical to both engineering education and engineering practice, and the ability to practice or participate in engineering judgment is often considered central to the formation of professional engineering identities. In practice, engineers must make difficult judgments that evaluate potentially competing objectives, ambiguity, uncertainty, incomplete information, and evolving technical knowledge. Nonetheless, while engineering judgment is implicit in engineering work and so central to identification with the profession, educators and practitioners have few actionable frameworks to employ when considering how to develop and assess this capacity in students. In this paper, we propose a theoretical framework designed to inform both educators and researchers that positions engineering judgment at the intersection of the cognitive dimensions of naturalistic decision-making, and discursive dimensions of identity. Our proposed theory positions engineering judgment not only as an individual capacity practiced by individual engineers alone but also as the capacity to position oneself within the discursive community so as to participate in the construction of engineering judgments among a group of professionals working together. Our theory draws on several strands of existing research to theorize a working framework for engineering judgment that considers the cognitive processes associated with making judgments and the inextricable discursive practices associated with negotiating those judgments in context. In constructing this theory, we seek to provide engineering education practitioners and researchers with a framework that can inform the design of assignments, curricula, or experiences that are intended to foster students' participation in the development and practice of engineering judgment.*Author affiliations can be found in the back matter of this article 80 Francis et al. Studies in Engineering Education 83 Francis et al. Studies in Engineering Education 93 Francis et al. Studies in Engineering Education individual cognitive and discursive practices and the cumulative, collaborative enactment of engineering judgment remain practical problems.

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Section: Studies In Engineering Educationmentioning

confidence: 68%

Section: Studies In Engineering Educationmentioning

confidence: 95%

Section: Implications For Educationmentioning

confidence: 99%

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Theorizing Engineering Judgment at the Intersection of Decision-Making and Identity

Francis¹,

Paretti²,

Riedner³

2022

Studies in Engineering Education

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“…Students must be able to transfer knowledge between new disciplines, work through complex and unclear problems, and apply strategies across courses. Engineering students benefit when these types of lifelong learning approaches and thought patterns are actively developed [5]. These activities and touchpoints support improved course outcomes for all engineering students.…”

Section: Literature Backgroundmentioning

confidence: 91%

The “Engineers Have Feelings” Project: Integrating Mental Wellness and Lifelong Learning Skills in First-Year Undergraduate Engineering Courses

Paul

Dedemus

Boyce

et al. 2020

PCEEA

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To address an identified need for programming that helps Engineering students to develop skills in coping, resilience, and lifelong learning, we designed, implemented, and reflected on the effectiveness of a curricular intervention on Engineering students’ mental wellbeing, academic engagement and achievement, and perceptions of support. This intervention has implications for the development of a model of the curricular components necessary to benefit undergraduate students’ academic engagement, success, and perceptions of student support. It may also be used to inform curriculum development across many university programs.

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“…To the researchers, this signaled the students had begun to assume responsibility for their learning (i.e., self-regulation) during the period in which the interventional modules had been assigned. 16…”

Section: Background Literaturementioning

confidence: 99%

Metacognition instruction and repeated reflection in a fluid mechanics course: Reflective themes and student outcomes

Clark

Kaw

Guldiken

2023

International Journal of Mechanical Engineering Education

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When students repeatedly reflect, it can enhance their metacognitive abilities, including self-regulatory skills of planning, monitoring, and evaluating. In a fluid mechanics course for undergraduates at a large southeastern U.S. university, in-class problem solving in a flipped classroom was coupled with intentional metacognitive skills instruction and repeated reflection to enhance metacognition. The weekly reflective responses were coded by two analysts to identify the recurring themes and uncover evidence of the development and/or reinforcement of self-regulating behaviors for academic management. To enable a comparison, a flipped classroom without the metacognitive instruction and repeated reflection was also implemented (i.e., non-intervention group). The two cohorts completed identical final exams. Based on our preliminary analysis with year one data, a statistically and practically-significant difference between the two cohorts was found with the free-response scores on the final exam in favor of the intervention cohort that had received the metacognitive support ( p < 0.0005; Cohen's d = 0.72). Also, the Metacognitive Activities Inventory (MCAI) indicated a significantly-higher positive change in self-regulatory behavior for the intervention cohort ( p = 0.001; d = 0.50). Focus groups were conducted to gather students’ perspectives on the reflective activity, with differences found by demographic group. In addition, a significantly higher proportion of females (versus males) viewed the reflections in a positive manner ( p = 0.05). Significant associations between themes in the weekly reflections and direct knowledge measures were also uncovered. This included a positive relationship between academic self-management (i.e., diligence and carefulness) and exam performance. Overall, our preliminary results point to a desirable impact of metacognitive instruction and repeated reflection on knowledge outcomes, metacognitive skills, and self-regulatory behaviors.

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

Cited by 4 publications

References 21 publications

Theorizing Engineering Judgment at the Intersection of Decision-Making and Identity

Theorizing Engineering Judgment at the Intersection of Decision-Making and Identity

The “Engineers Have Feelings” Project: Integrating Mental Wellness and Lifelong Learning Skills in First-Year Undergraduate Engineering Courses

Metacognition instruction and repeated reflection in a fluid mechanics course: Reflective themes and student outcomes

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