Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
NSF Grantees Poster Session
Reflection, or thinking about what one is doing, is necessary for learning. To this end, as part of a National Science Foundation (NSF PFE: RIEF) funded research project, we are studying the extent to which systematic, frequent reflection enhances students’ reflective and metacognitive practices and learning of microelectronics. As part of our method, we are incorporating computer-aided simulation tools in the reflection process by having students re-evaluate their quiz and exam performance using SPICE simulation tools.
At the project outset, we assessed the state of students’ reflective and metacognitive practices using a survey at the start of the course. An open-ended question on the survey was content-analyzed to determine students’ start-of-course definition of reflection using an emergent coding scheme that approximately aligned with Bloom’s Revised Taxonomy. The results showed that surface-level descriptions of reflection, such as “remembering” or “looking back on past actions,” were the most-frequently stated definitions by students. This showed an opportunity to improve the students’ depth of understanding of reflection, metacognition, and the benefits. Various closed ended questions on the survey asked students to describe their prior experience with using simulation for reflection and experiences with reflection in general in their courses. The results showed that their prior experiences were limited; therefore, there was a need to integrate these practices throughout the course and likely throughout engineering curricula in general.
Dickerson, S. J., & Clark, R. M., & Jiang, N. (2020, June), Assessment of Reflective and Metacognitive Practices for Electrical and Computer Engineering Undergraduates Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34193
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