MAKE: A framework to enhance metacognitive skills of engineering students

Chopra, Suyash Kumar; Shankar, Pathiyil Ravi; Kummamuru, Supriya

doi:10.1109/tale.2013.6654510

Cited by 3 publications

(3 citation statements)

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“…Prioritizing 21st‐century skills in the development of engineering education is an important issue today. Metacognition, or the awareness of one's knowledge of the engineering process, plays an important role in developing self‐regulated engineers who use the right strategies to solve problems [11]. Metacognitive skills are positioned as one of the necessary competencies in future engineering education [40].…”

Section: Introductionmentioning

confidence: 99%

Comparing reflective and supportive scaffolding in 3D computer‐aided design course: Engineering students' metacognitive strategies, spatial ability self‐efficacy, and spatial anxiety

Uslu

Durak

2022

Comp Applic In Engineering

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Three-dimensional (3D) modeling provides a suitable context for the improvement of students' higher order thinking skills as it involves challenging and complex learning tasks. For students to succeed in difficult learning tasks, it is necessary to determine the effects of the scaffolding type given to the students in the learning process. This study asserts that reflective and supportive scaffolding has a critical effect on the dependent variables. Reflective scaffolding enables students to explain their reflective processes and clarify their reflective behavior, using personal reflection as a learning tool. Supportive scaffolding provides a process to develop knowledge and guidance on what participants should consider. This study compares the effects of different scaffolding types (reflective or supportive), students' prior knowledge on students' use of metacognitive strategies, spatial ability self-efficacy, and spatial anxiety in the 3D computeraided design course. A pretest and posttest 2 x 2 x 2 factorial quasi-experimental model was used in the study. This study was carried out with 118 undergraduate mechanical engineering students. Analysis of covariance (ANCOVA) was used in the analysis of the data. The results showed that the supportive scaffolding group scored higher in the metacognitive strategies variable than the reflective scaffolding group. The supportive scaffolding group showed higher spatial ability than the reflective scaffolding group. This study provides engineering educators with an overview of the use of scaffolding types, their effects on the effectiveness of learning environments, and the design of these environments.

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Section: Introductionmentioning

confidence: 99%

Comparing reflective and supportive scaffolding in 3D computer‐aided design course: Engineering students' metacognitive strategies, spatial ability self‐efficacy, and spatial anxiety

Uslu

Durak

2022

Comp Applic In Engineering

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“…Engineering students can become experts by methodically learning metacognitive skills. For example, by mastering metacognitive skills, engineering students within diverse contexts improved applied problem-solving skills and increased their reflections about their learning [3]. Thus, providing opportunities for engineering students to cultivate metacognitive skills within curricular and co-curricular learning opportunities may act as a means for students to become qualified engineers more efficiently.…”

Section: Background and Motivationmentioning

confidence: 99%

“…In addition to expected technical skills, such as experimentation, and professional skills, such as communication and teamwork, employers also expect students to have acquired cognitive skills, such as critical thinking, and metacognitive skills, such as reflection, understanding learning objectives within the work environment, and self-evaluation [3,6,7]. To foster successful engineers, engineering students require learning environments where they will have opportunities to develop metacognitive skills.…”

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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Fostering metacognitive process using Active Learning in a Mechatronic Engineering Course

Benitez

Castillo

Okuno

2020

2020 IEEE Global Engineering Education Conference (EDUCON)

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MAKE: A framework to enhance metacognitive skills of engineering students

Cited by 3 publications

References 31 publications

Comparing reflective and supportive scaffolding in 3D computer‐aided design course: Engineering students' metacognitive strategies, spatial ability self‐efficacy, and spatial anxiety

Comparing reflective and supportive scaffolding in 3D computer‐aided design course: Engineering students' metacognitive strategies, spatial ability self‐efficacy, and spatial anxiety

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

Fostering metacognitive process using Active Learning in a Mechatronic Engineering Course

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