Author(s):
Metacognition refers to the processes used to plan, monitor, and assess understanding and performance. Zimmerman’s self-regulated learning (SRL) model is used as a framework in this study to understand self-regulation and metacognitive monitoring. Metacognitive monitoring – defined as a learner’s real-time awareness of their task performance – is included as a component in most models of self-regulated learning, including Zimmerman’s.This presentation summarizes a current project in which students enrolled in a first-year engineering program at West Virginia University completed an intervention to improve their metacognitive monitoring during problem solving. Specifically, we summarize how metacognitive monitoring practice and prompts to support strategy use were incorporated in an introduction to engineering reasoning course structured to support non-calculus ready students. We summarize the implications of the findings for the refinement of the metacognitive intervention and for the promotion of engineering reasoning and problem-solving in first-year engineering students.
Coauthors
Jake Follmer, West Virginia University, Morgantown, WV; Michael Brewster, West Virginia University, Morgantown, WV
