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.
Case and Gunstone conducted a study on students who were enrolled in an engineering course and after conducting series of interviews, they were able to provide detailed information about students’ metacognitive development or “lack thereof.” Jennifer Case & Richard Gunstone (2002) Metacognitive Development as a Shift in Approach to Learning: An in-depth study, Studies in Higher Education, 27:4, 459-470, DOI:… Read more »
Kuhn answers two “fundamental” questions in her article. “Where does metacognition come from and what kinds of it are there?” She also discusses the relationship between cognition and metacognition. Kuhn, D. (2000) Metacognitive Development. Current Directions in Psychological Science, Vol. 9, No. 5 (Oct., 2000), pp. 178-181 Metacognitive Development Tuesday, September 22, 2015