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Pairing Self-Evaluation Activities with Self-Reflection to Engage Students Deeply in Multiple Metacognition Strategies

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Conference

2023 ASEE Annual Conference & Exposition

Location

Baltimore , Maryland

Publication Date

June 25, 2023

Start Date

June 25, 2023

End Date

June 28, 2023

Conference Session

Teaching Tools: Student Experience and Reflection (NEE)

Tagged Division

New Engineering Educators Division (NEE)

Page Count

19

DOI

10.18260/1-2--43847

Permanent URL

https://peer.asee.org/43847

Download Count

496

Paper Authors

author page

Anu Singh University of Nebraska, Lincoln

biography

Heidi A. Diefes-Dux University of Nebraska, Lincoln Orcid 16x16 orcid.org/0000-0003-3635-1825

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Heidi A. Diefes-Dux is a Professor in Biological Systems Engineering at the University of Nebraska - Lincoln. She received her B.S. and M.S. in Food Science from Cornell University and her Ph.D. in Food Process Engineering from the Department of Agricultural and Biological Engineering at Purdue University. She was an inaugural faculty member of the School of Engineering Education at Purdue University. She is currently a Professor in Biological Systems Engineering at the University of Nebraska - Lincoln. Her role in the College of Engineering at UNL is to lead the disciplinary-based education research initiative, establishing a cadre of engineering education research faculty in the engineering departments and creating a graduate program. Her research focuses on the development, implementation, and assessment of modeling and design activities with authentic engineering contexts; the design and implementation of learning objective-based grading for transparent and fair assessment; and the integration of reflection to develop self-directed learners.

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Abstract

Self-directed learning requires students engage deeply in all three metacognitive dimensions: Planning, Monitoring, and Evaluating. While instructors may currently integrate different activities in courses that provide the opportunity for students’ metacognitive engagement, they might not draw students into thinking deeply. For new engineering educators, it might be challenging to select activities that could provide opportunity for sufficient student engagement in metacognition. The purpose of the study was to investigate pairing self-evaluation and self-reflection activities by classifying students’ use of the metacognitive strategies and the highest levels to which students enacted these strategies. Data collection took place in a junior-level process engineering course in Spring 2021 at a large Midwest University. The present work used students’ self-evaluations of their computational work and reflections on their learning for four assignments associated with the second unit of the course. A simple text analysis of the self-evaluation and reflection responses revealed that students wrote more text for the self-evaluations than for the reflections. A revised a priori coding scheme was used to code students’ self-evaluation comments and reflection responses for the different metacognitive strategies and levels. Results showed that across all four assignments, students were predominantly engaged in the Evaluating strategy during self-evaluation, whereas they predominantly engaged in Planning and Monitoring in the reflection activity. Student engagement was at the low and medium levels of the three metacognitive strategies.

Keywords: junior, reflection, metacognition, qualitative

Singh, A., & Diefes-Dux, H. A. (2023, June), Pairing Self-Evaluation Activities with Self-Reflection to Engage Students Deeply in Multiple Metacognition Strategies Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43847

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