Author Archives: Roman Taraban

Bringing a Small Gift – The Metacognitive Experience

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In this post, Dr. Roman Taraban wishes us glad tidings and a season filled with metacognition. He encourages instructors to be thoughtful about the gifts that each semester brings, including student evaluations. Being metacognitive about student feedback can make the learning experience more meaningful for all concerned.

A Whole New Engineer: A Whole New Challenge

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In this post, Dr. Roman Taraban shares a movement in some engineering colleges to break the stereotype of engineers being geeky, asocial, introverts. The efforts shared in the post promote a more “whole” engineer who is able to reflect on her/his practice and navigate complex environments. Dr. Taraban explores whether or not this reflective approach means that such “whole” engineers are also metacognitive in their practices.

Don’t “Just Do It” – Think First

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In this post Dr. Roman Taraban explores some reasons why students might not engage in metacognitive problem solving, and suggests ways by which instructors might promote deeper learning by explicitly sharing their own metacognitive decision-making processes.

Unskilled and Unaware: A Metacognitive Bias

In this post, John R. Schumacher, Eevin Akers, and Roman Taraban observe that while note taking improves test performance, it does not improve calibration. They argue that students “need to be aware that waiting a short time before judging whether they need more study will result in more effective self-regulation of study time.”

Metacognition in STEM courses: A Developmental Path

In this post Roman Taraban shares a research effort examining student problem solving in an engineering course, aligning responses to three stages of development: surface, algorithmic, and deep conceptual, (Case and Marshall 2004), the latter of which involves processes characteristic of metacognitive thinking.

To Test or Not to Test: That is the Metacognitive Question

This post by John Schumacher & Roman Taraban reviews their recent study of the testing effect that indicates that the benefits of retesting depended on student GPA. One hypothesis based on self-reported study strategies is that high GPA students already employ metacognitive approaches, while lower GPA students do not, which is why the teacher-enforced formative testing schedule most helps these lower GPA students.

Mind the Feedback Gap

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Roman Taraban explores the role of feedback in student learning. While we know instructor feedback is essential and we know kinds of feedback are most likely to be useful, students are often reluctant to engage with feedback likely to contribute to meaningful learning. Promoting metacognition can help close the gap by prompting students to use instructor feedback to think more carefully about their own thinking.

Are College Students Picky About Using Metacognitive Reading Strategies?

 by Roman Taraban, Texas Tech University “Picky, picky” is a phrase we use to gently chide someone for being overly selective when making an apparently simple choice.  However, being picky is not always a bad thing, as I will try to show. Oddly enough, this phrase comes to mind when thinking about thinking about thinking, i.e., thinking about metacognition.  To… Read more »