Collaborative Proposal: Structured Use of Metacognitive Activities in a Flipped Undergraduate Engineering Course to Enhance Learning and Professional Skill Development

本项目旨在通过促进工程课程中的元认知和调查元认知活动对学生学习的影响来服务于国家利益。元认知是反思、理解和控制学习的能力。学习理论表明，自主学习和反思性学习对于新知识的获得和应用非常重要。因此，元认知对于在工程课堂上学习以及在专业工程工作场所取得成功非常重要。本计画将在南佛罗里达大学的流体力学课程中设计并实施系统的元认知活动。本课程采用翻转课堂模式，课堂时间将用于学生合作，包括元认知活动。为了确定元认知活动的影响，将使用元认知方法教授流体力学的学生与以传统方式教授的对照组学生进行比较。该项目将调查与系统元认知相关的认知，反思和情感学生的成果。 翻转课堂教学法将被用来确保有足够的时间在课堂上元认知实践活动，包括嵌入在流体力学问题的计划/监测/评估周期。对学生成绩的评估将包括对认知知识的直接评估，以及学生对其元认知活动的反思。此外，学生元认知的间接评估将通过一个有效的清单来完成。多种评估方法旨在使数据三角测量能够获得有效和可靠的结论。系统的元认知教学和实践的学生的不同观点将收集使用焦点小组，包括女性，代表性不足的少数民族学生，和社区学院转学生。元认知活动的系统、正式整合有望提高学生的学习效果。学习材料，最佳实践和成果将与该机构的其他STEM教师分享。 研究结果和经验教训将通过开放式教育课件、会议介绍、期刊文章和讲习班传播。NSF IUSE：EHR计划支持研究和开发项目，以提高所有学生STEM教育的有效性。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

This project aims to serve the national interest by promoting metacognition within the engineering curriculum and investigating the impact of metacognitive activities on student learning. Metacognition is the ability to reflect on, understand, and control one’s learning. Learning theories have shown that self-regulated and reflective learning are important for acquisition and application of new knowledge. Metacognition is therefore important for learning in the engineering classroom as well as for success in the professional engineering workplace. This project will design and implement systematic metacognitive activities in a fluid mechanics course at the University of South Florida. This course uses a flipped classroom model in which class time will be used for students to work collaboratively, including work on metacognitive activities. To determine the impact of the metacognitive activities, students who are taught fluid mechanics using the metacognitive approach will be compared with a control group of students who are taught in the traditional way. The project will investigate cognitive, reflective, and affective student outcomes associated with systematic metacognition. The flipped classroom pedagogy will be used to ensure that there is sufficient time available for in-class metacognitive practice activities consisting of Plan/Monitor/Evaluate cycles embedded within fluid mechanics problems. Assessment of student outcomes will include direct assessment of cognitive knowledge, as well as student reflections related to their metacognitive activities. Additionally, indirect assessment of student metacognition will be accomplished through a validated inventory. The multiple assessment methods are intended to enable data triangulation to obtain valid and reliable conclusions. Diverse student perspectives on systematic metacognitive instruction and practice will be gathered using focus groups that include female, underrepresented minority students, and community college transfer students. Systematic, formal integration of metacognitive activities is expected to enhance student learning. Learning materials, best practices, and outcomes will be shared with other STEM faculty at the institution. The findings and lessons learned will be disseminated via open educational courseware, conference presentations, journal articles, and workshops. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.