Metacognition in an engineering design project

• Autores: Oenardi Lawanto, Scott D. Johnson
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 28, no. 1, 2012, págs. 92-102
• Idioma: inglés
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• Resumen

  • This quantitative study investigated the relationship between cognitive self-appraisal (CSA) and cognitive self-management (CSM),and the level of problem difficulty for electrical-computer engineering, mechanical engineering, and computer science studentsworking on their senior design projects. The study also evaluated metacognitive differences among the three groups. The studyinvolved 168 engineering students working on 60 different design projects and 3 engineering professors who advised the studentsand evaluated the level of difficulty of the projects. Two Likert-scale survey instruments were used: Engineering Design ProjectInventory (EDPI) for assessing students’ CSA and CSM, and Rubric for Rating Students’ Design Project (RRSDP) for evaluatingthe level of difficulty of the design projects. Statistical tests revealed (a) the existence of a significant relationship between students’cognitive self-appraisal and self-management, (b) the absence of a significant relationship between students’ metacognition and levelof project difficulty, and (c) the absence of significant metacognitive differences among the three groups of engineering students.