In the post, an actor (Pierce) and biologist (Santangelo) offer a snapshot of their ongoing dialogue over the role of metacognition in their respective disciplines. The emerging conversation offers insight into how professors can support student learning in STEAM fields (Science, Technology, Engineering, Arts, and Mathematics).
Melissa EblenZayas shares “metacognitive support activities in the form of written reflections and class discussions to help students develop better approaches to dealing with challenges that arise in open-ended experimental work in an advanced lab course in physics.”
Derek Martinez shares two activities he uses to help students better self-assess their understanding prior to taking exams.
David Woods and Beth Dietz share how they use weekly status reports to “prompt the planning and evaluation aspects of metacognitive regulation.”
Jessica Santangelo shares how she promotes metacognitive development through the use of multiple opportunities to practice a specific reasoning process.
This article by Melissa Eblen-Zayas, Ph.D., shares the implementation of metacognitive activities in an advanced Physics lab. She reports that “the introduction of metacognitive activities in an advanced lab where the laboratory work is not carefully scripted may improve students’ enthusiasm for experimental work and confidence in their ability to be successful in such work.”
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.
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.