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

这是一个基于设计的三阶段研究项目，旨在加强工科本科生的元认知技能。它从6到8个干预模块的原型开发和测试开始，然后根据各种评估过渡到这些模块的改进和改进开发，最后是为教师专业发展准备材料。元认知通常被称为“思考”，因为它依赖于个体的反思和自我意识。学习科学发现，元认知技能是成为有效的独立学习者和问题解决者的重要先导。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，这将有助于本研究将元认知整合到具体的工程正式学习活动中的影响。第一阶段的重点是开发和试点实施一套协调的干预模块，旨在加强一所小型本科工程学校二年级工程课程学生的元认知技能。第一阶段包括评估对每个学生元认知发展的影响。每个干预模块包括一段关于元认知知识和意识的培训视频，一个情境化的课堂内容模块，以及一个修改后的标准作业，为学生提供练习元认知调控的机会。评估工作的重点是开发指标(标准和度量)，工程教师可以使用这些指标来衡量学生在发展元认知技能方面的进展。在第二阶段，第一阶段的研究成果被用来修订试验台二年级课程的干预措施集，此外，还为第二个工程教育课堂背景--一所大型综合性州立赠地大学的大一课程--准备了类似的干预措施。订正的目标是改进干预措施，并侧重于将干预措施和指标转移到其他较低级别的课程。第二阶段的研究方面细化了第一阶段的研究问题，并增加了一项重点，即在考虑是否可转移到其他课程和教师时，重点了解干预措施的哪些要素和背景是最重要的。最后，第三阶段将侧重于培训教师讲师，以促进干预材料的初步传播。该项目将为教师提出建议，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小组计划为这两个机构的教官制定和进行培训。主要成果、工具和指南的开放访问将通过一个在线存储库提供，该存储库也通过CLEERHub.org链接，CLEERHub.org是一个合作的工程教育研究网站。

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.