Helping Faculty Promote Engineering Students' Metacognitive Development

• In Event: Professional Identity Formation and Development — Paper Session

Abstract

Metacognition plays an important role in student learning and problem solving. Despite this importance, a wealth of metacognition research has been done in controlled research settings. To contextualize metacognition research in an engineering classroom setting, where problem solving is paramount to the learning process, we designed a three-phased project to develop, implement, and assess adaptable metacognition training tools. We are now in our final phase of the research project, where we are considering the results of all phases in order to make higher-level, holistic recommendations about adapting and implementing metacognition training tools. Specifically, we address the research question: What recommendations would help teachers to adapt and use the intervention and indicators in their own classroom contexts?

Authors

• Sarah Williams, Virginia Polytechnic Institute and State University

• Patrick Cunningham, Rose-Hulman Institute of Technology

• Holly Marie Matusovich, Virginia Polytechnic Institute and State University