Collaborative Research: Teaching Metacognition: Helping engineering students take ownership of their own learning

合作研究：教授元认知：帮助工程专业的学生掌控自己的学习

• 批准号: 1433645
• 负责人: Patrick Cunningham
• 金额: $ 10.42万
• 依托单位: Rose-Hulman Institute of Technology
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-09-01 至 2019-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1433645&HistoricalAwards=false
• 关键词: Collaborative; Research; Teaching; Metacognition; Helping

This is a three-phase design-based research project for strengthening undergraduate engineering students' metacognitive skills. It begins with prototype development and testing of 6 to 8 intervention modules, then transitions to refinement and improved development of these based on a variety of assessments, and ends with the preparation of materials for instructor professional development. Metacognition is often referred to as "thinking about thinking" because it relies on individual reflection and self-awareness. Learning science has found metacognition skill to be important precursor to becoming an effective independent learner and problem-solver. It is the foundation of becoming a lifelong learner. In order to deliberately cultivate metacognitive skills, this project has provided a structured definition that will facilitate this study of the impact of integrating metacognition into specific formal learning activities in engineering. The first phase focuses on the development and pilot implementation of a coordinated set of intervention modules intended to strengthen the metacognitive skills of students in a sophomore engineering course at a small undergraduate engineering school. Included in the first phase is the assessment of impact on each student's metacognitive development. Each intervention module consists of a training video on metacognitive knowledge and awareness, a contextualized classroom content module, and a modified standard assignment to provide students with opportunities to practice metacognitive regulation. The assessment effort is focused on developing indicators (rubrics and metrics) that engineering instructors can use to measure student progress in developing metacognitive skill. In the second phase, the research outcomes from Phase 1 are used to revise the set of interventions for the testbed sophomore course and, additionally, prepare similar interventions for a second engineering education classroom context - a freshman course at a large comprehensive state land-grant university. The goal of the revisions is to improve the interventions and to focus on the transferability of both the interventions and the indicators to other lower division courses. The research aspect of Phase 2 refines the Phase 1 research questions and adds a focus on understanding what elements of an intervention and context are most important to consider when considering transferability to other courses and instructors. Finally, Phase 3 will focus on training faculty instructors, in order to boost the initial dissemination of intervention materials. The project will develop recommendations for instructors on how to further translate the set of interventions for use in their own classroom contexts. The PI team plans to develop and conduct training for instructors at both institutions. Open access to salient findings, tools, and guides will be provided through an online repository that is also linked through CLEERHub.org, a collaborative engineering education research site.

这是一个三阶段的设计为基础的研究项目，以加强本科工程专业学生的元认知技能。它从原型开发和测试6至8个干预模块开始，然后过渡到基于各种评估的改进和改进这些模块的开发，最后为教师专业发展准备材料。 元认知通常被称为“思考思考”，因为它依赖于个人的反思和自我意识。学习科学发现元认知技能是成为一个有效的独立学习者和问题解决者的重要前提。这是成为终身学习者的基础。 为了有意识地培养元认知技能，本项目提供了一个结构化的定义，这将有助于本研究的影响，整合元认知到具体的正式学习活动，在工程。 第一阶段的重点是开发和试点实施一套协调的干预模块，旨在加强学生的元认知技能，在一个小的本科工程学校的大二工程课程。第一阶段包括评估对每个学生的元认知发展的影响。每个干预模块包括元认知知识和意识的培训视频，情境化的课堂内容模块，以及修改后的标准作业，为学生提供练习元认知调节的机会。 评估工作的重点是开发指标（规则和指标），工程教师可以用来衡量学生在发展元认知技能的进展。 在第二阶段，从第一阶段的研究成果被用来修改一套干预措施的测试平台大二课程，此外，准备类似的干预措施的第二个工程教育课堂环境-一个大的综合性州立赠地大学的大一课程。修订的目的是改进干预措施，并侧重于干预措施和指标向其他低年级课程的转移。第二阶段的研究方面细化了第一阶段的研究问题，并增加了一个重点，了解什么样的干预措施和背景是最重要的考虑时，考虑到其他课程和教师的可转移性。 最后，第三阶段将侧重于培训教员，以促进干预材料的初步传播。该项目将为教员提出建议，说明如何进一步翻译这套干预措施，以便在他们自己的课堂环境中使用。PI团队计划为这两个机构的教员制定和开展培训。将通过一个在线存储库提供对重要发现、工具和指南的开放访问，该存储库还通过CLEERHub.org（一个合作工程教育研究网站）链接。