Reflective Writing Supports Metacognition and Self-regulation in Graduate Computational Science and Engineering

Zarestky, Jill; Bigler, Michelle; Brazile, Mollie; Lopes, Tobin; Bangerth, Wolfgang

doi:10.1016/j.caeo.2022.100085

Cited by 20 publications

(12 citation statements)

References 38 publications

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“…Metacognition is very important for students, as it is about self-awareness related to someone's strategy and understanding towards his or her ability and how to utilize it to reach the target (Desmita, 2014). Metacognition indicators consist of planning, monitoring, and evaluating (Zarestky et al, 2022).…”

Section: Final Semester Student's Metacognition Profilementioning

confidence: 99%

“…Metacognition is the process of thinking about one's own thinking, and it is a fundamental aspect of learning and academic success. Student's metacognition is strongly required to be able to finish their Mini thesis on time, due to the strategy of getting target must be involved (Zarestky et al, 2022).…”

Section: Metacognition As the Fundamental Aspect To Achieve The Targetmentioning

confidence: 99%

“…In addition, research conducted at the University of Colorado in the United States stated that metacognition and motivation are always related and both can help a person's success (Zarestky et al, 2022).…”

mentioning

confidence: 99%

“…To be able to measure a person's metacognition, clear indicators will be needed. These indicators include planning, monitoring, and evaluating (Zarestky et al, 2022). So, it can be concluded that these 3 aspects greatly determine a person's level of metacognition (Desmita, 2014) Based on those background and literature studies, this research is expected to provide students a good understanding so that they can hone their metacognition to the fullest and implement it properly to complete their final assignment.…”

mentioning

confidence: 99%

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English Department Students’ Metacognition Awareness in Completing Mini-thesis

Arjulayana,

Lastari,

Al-Manar

2024

JEET

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This paper investigated the metacognition of final semester students in completing their mini-thesis. The obstacles faced by English study program students in writing mini-thesis were assumed resulted from their lack of metacognition implementation. Metacognition is often described as knowledge and control over one’s cognitive processes. This research used mixed-method design. The instruments used were observation, interviews, and questionnaire. The subjects of this research consisted of 18 students of 8th, 9th as well as graduated students and 10 lecturers of English Study program of Universitas Muhammadiyah Tangerang. This study showed: firstly, students are quite hard to complete mini-thesis due to their strategy following the schedule is need to be pushed by their advisors. Secondly, most respondents have good metacognitive awareness, while few of eighth and ninth semester students need to improve planning, information management strategy and monitoring. Thirdly, metacognition can be the effective solution to encourage students in achieving their target.

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Section: Final Semester Student's Metacognition Profilementioning

confidence: 99%

Section: Metacognition As the Fundamental Aspect To Achieve The Targetmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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English Department Students’ Metacognition Awareness in Completing Mini-thesis

Arjulayana,

Lastari,

Al-Manar

2024

JEET

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“…Here we describe the complete course module and provide all supporting materials to teach it in person or using an online learning environment (see Supplementary Materials); both modalities provide multiple approaches to foster enthusiasm and curiosity about soils regardless of students' abilities or previous interest (Riener and Willingham, 2010). This approach to instruction is aligned with current best practices for increasing student learning outcomes, including: (1) flipped classroom, or assigning asynchronous pre-class content learning and assessment (Bishop and Verleger, 2013); (2) active learning or focusing on students tackling challenging activities during class, rather than listening to an instructor lecture (Bonwell and Eison, 1991;Johnson and Johnson, 2008); (3) small group work to build confidence, collaboration, and community (Towns et al, 2000); and (4) metacognitive exercises, or providing post-class opportunities for students to write and reflect on their learning (Dunlap, 2006;Zarestky et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Field science in the age of online learning: Dynamic instruction of techniques to assess soil physical properties

Hinckley

Fendorf

2022

Front. Educ.

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Soil physical properties, such as soil texture, color, bulk density, and porosity are important determinants of water flow (e.g., infiltration and drainage), biogeochemical cycling, and plant community composition. In addition, they reflect the environment in which the soil developed, giving insight into climate, mineralogy, and land cover. While many soil assessments require sophisticated laboratory equipment, some can be made simply by a trained individual, requiring only practice and reference materials. For students in environmental fields, it is particularly important and empowering to learn how to make informed soil observations that provide insights from the soil pedon to the landscape and that can be done within the field setting. Drawing on updated pedagogical approaches, including active learning, small group collaboration, and metacognitive exercises, this paper presents a course module for teaching soil texture and color analysis in the field that can be modified for students from secondary through graduate school. The combination of asynchronous, pre-course readings and assessment; synchronous, in-class instruction, hands-on practice, and application activities; and post-class reflection give students the opportunity to build a strong foundation for making soil observations. This course module is suitable for both in-person and remote learning modalities and can be adapted to a number of course topics across environmental disciplines. Ultimately, the goal is to provide students with exciting, hands-on training that inspires them to learn more about soils regardless of the learning platform.

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