Reflective Writing Supports Metacognition and Self-regulation in Graduate Computational Science and Engineering
Reflective Writing Supports Metacognition and Self-regulation in Graduate Computational Science and Engineering
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DOI：
10.1016/j.caeo.2022.100085
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发表时间：
2022-04
影响因子：
3.6
通讯作者：
J. Zarestky;Michelle Bigler;Mollie Brazile;Tobin Lopes;W. Bangerth
中科院分区：
文献类型：
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作者：
J. Zarestky;Michelle Bigler;Mollie Brazile;Tobin Lopes;W. Bangerth
计算科学与工程(CS&E)是一门相对较新的学科，对于如何最好地教授课程还没有达成共识。许多CS&E课程都是现有程序的压缩附件，因此必须涵盖广泛的主题，包括数学、统计学、计算机科学和应用学科的模块。此外，这些课程将受益于内置的21世纪技能，包括解决问题、批判性思维和终身学习行为，但这些技能在课程设计中往往被忽视，尽管教育和劳动力文献清楚地表明了它们对未来职业生涯的重要性。课程设计的广度和复杂性需要整合所有这些组成部分，这给教师和学生带来了挑战。在这项解释性研究中，我们调查了学生在一门以技术为中介的研究生水平CS&E课程中的经验和感知结果，该课程旨在解决与广泛的学科主题和专业技能相关的困难。我们的课程设计基于反思性实践和元认知原理，并应用了翻转课堂、学生日记和反思性写作练习等元素；这些设计目标直接支持学生的元认知，并培养自我调节的学习行为，进而发展批判性思维和解决问题的能力。我们使用学生反思性写作和调查来评估这个设计。结果表明，课程设计中的反思性写作活动有助于培养学生的元认知意识、自主学习行为、问题解决能力和批判性思维能力。此课程设计可作为其他教授计算机科学与工程及相关领域的技术课程的模板，旨在培养学生21世纪的专业技能。
Computational Science and Engineering (CS&E) is a relatively new discipline for which no consensus exists on how classes should best be taught. Many CS&E courses are compressed add-ons to existing programs and, consequently, must cover a breadth of topics encompassing modules from mathematics, statistics, computer science, and application disciplines. Additionally, these courses would benefit from embedded 21st century skills, including problem-solving, critical thinking, and lifelong learning behaviors, but such skills are often neglected in course design even though the education and workforce literature are clear about their importance for future careers. The breadth and complexity in course design necessary to incorporate all of these components create a challenge for instructors and students. In this interpretive study, we investigate student experiences and perceived outcomes in a technology-mediated graduate-level CS&E course designed to address the difficulties associated with this wide range of disciplinary topics and professional skills. Our course design is based on reflective practice and principles of metacognition, and applies elements such as a flipped classroom, student journals, and reflective writing exercises; these design goals directly support students’ metacognition and foster self-regulated learning behaviors that, in turn, develop critical thinking and problem-solving abilities. We evaluate this design using student reflective writing and surveys. Results indicate reflective writing activities in course design helped develop students’ metacognitive awareness, self-regulated learning behaviors, problem-solving, and critical thinking skills. This course design can serve as a template for others teaching technology-mediated courses in CS&E and related areas, and aiming to develop students’ 21st century professional skills.