Measuring Engineering Students’ Metacognition with a Think-Aloud Protocol
Measuring Engineering Students’ Metacognition with a Think-Aloud Protocol
复制标题
使用有声思考协议测量工程学生的元认知
DOI：
--
复制
发表时间：
2018
期刊：
影响因子：
--
通讯作者：
J. Dunlosky
中科院分区：
文献类型：
--
作者：
C. Plumb;R. Marra;Douglas J. Hacker;J. Dunlosky
这篇基于证据的实践论文重点关注促进自我调节学习的工程教育计划如何影响学生解决问题的技能。 Iron Range Engineering (IRE) 是位于明尼苏达州弗吉尼亚州的一个创新型、基于问题的学习 (PBL) 工程项目。在整个课程中，学生学习并应用自我调节学习所需的元认知技能。在过去的几年里，我们一直在美国国家科学基金会资助下进行研究1，目的是（1）确定自我调节学习固有的元认知技能，并提供证据证明学生在准备成为工程师期间正在获得这些元认知技能，以及（2）了解学生在该项目中的准备（特别是在自我调节学习领域）是否可以为他们过渡到工程劳动力提供“帮助”。为了了解这一独特的本科课程对学生为工程劳动力做好准备的影响，我们从各种来源收集了数据，包括：在学生解决问题过程中收集的有声思考数据、学生面试数据、最近受聘担任工程师的 IRE 毕业生的面试数据以及 IRE 毕业生雇主的面试数据。本文重点关注我们两个研究目标中的第一个。为此，我们正在分析学生解决开放式设计问题时的有声思维数据，以提供证据证明学生正在获得自我调节学习所需的元认知技能。在本文中，我们首先简要介绍元认知的背景以及使用有声思维协议来测量元认知。然后，我们描述了从学生那里收集有声思维数据的过程，以及我们的编码结构，该结构将话语分类为元认知或非元认知，如果是元认知，则该话语是否是一种元认知监控或元认知控制。此外，我们还详细介绍了我们的编码过程和评估者间一致性的衡量标准。最后，我们分享迄今为止的结果，包括即将从该项目毕业的学生与进入该项目的学生的有声思考数据的比较。请注意，在收集这些数据时，IRE 项目是一个为期两年的项目，学生进入
This evidence-based practice paper focuses on how an engineering education program that promotes self-regulated learning impacts students’ problem-solving skills. Iron Range Engineering (IRE) is an innovative, problem-based-learning (PBL) engineering program in Virginia, Minnesota. Throughout the curriculum of this program, students learn about and apply metacognitive skills necessary for self-regulating their learning. For the past several years, we have been conducting research funded by the National Science Foundation 1 to (1) identify the metacognitive skills inherent in self-regulated learning and provide evidence that students are acquiring these metacognitive skills during their preparation as engineers, and (2) understand if the preparation of students in this program (particularly in the area of self-regulated learning) gives them a “leg up” in their transition to the engineering workforce. To understand the effect of this unique undergraduate program on student preparedness for the engineering workforce, we have collected data from a variety of sources, including: think-aloud data collected during students’ problem solving, student interview data, interview data from recent IRE graduates employed as engineers, and interview data of employers of the IRE graduates. This paper focuses on the first of our two research objectives. To this end, we are analyzing the think-aloud data as students solved an open-ended design problem to provide evidence that students are acquiring metacognitive skills necessary for self-regulated learning. In this paper, we first give a brief background of metacognition and the use of think-aloud protocols to measure metacognition. Then, we describe our process of gathering think-aloud data from students, as well as our coding structure, which categorizes utterances as metacognitive or not, and, if metacognitive, whether the utterance is a type of metacognitive monitoring or metacognitive control. In addition, we detail our coding process and measures of inter-rater agreement. Finally, we share results to date, including comparisons of the think-aloud data from students about to graduate from the program with students entering the program. Note that, at the time these data were collected, the IRE program was a two-year program, with students entering