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Students’ Cognitive Self Appraisal And Self Management, And The Level Of Difficulty Of An Engineering Design Project: Are They Related?

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Conference

2009 Annual Conference & Exposition

Location

Austin, Texas

Publication Date

June 14, 2009

Start Date

June 14, 2009

End Date

June 17, 2009

ISSN

2153-5965

Conference Session

The Best of Design in Engineering Education

Tagged Division

Design in Engineering Education

Page Count

12

Page Numbers

14.1089.1 - 14.1089.12

Permanent URL

https://peer.asee.org/4785

Download Count

218

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Paper Authors

author page

Oenardi Lawanto Utah State University

author page

Scott Johnson University of Illinois

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

-APPRAISAL, SELF-MANAGEMENT, AND THE LEVEL OF DIFFICULTY OF AN ENGINEERING DESIGN PROJECT: ARE THEY RELATED?

I. Introduction

Researchers have uncovered a close relationship between attributional beliefs, strategic learning, and achievement.1, 2, 3 Although the findings contribute positively to educational practices, knowledge of how those attributional beliefs, strategic learning, and achievement are related in ill-structured, problem solving activities is still limited. Few of those studies provide in- knowledge states and abilities and the actual action that may take place during the problem solving activities. Furthermore, many of the studies involve working on hypothetical problems that do not reflect the authentic learning contexts that students may encounter in their classroom activities. Hypothetical problems are generally simple, and clear instructions lead to the solutions.

Because metacognition involves a cognitive dimension knowledge and abilities4, the context of the problem that students are to solve may influence the manner in solve a particular problem, and their subjective perception of the task-value may correlate with the actual planning, monitoring, and regulating during problem solving activity. Paris and Winograd4 refer those

self-appraisal, and their abilities to plan, evaluate, and make necessary adjustment and revision during their work as their cognitive self-management. This personal judgment may correlate to eption about the nature of the tasks (e.g., the task difficulty) they are about to engage in. Because metacognitive ability is believed to play an important role in a problem solving situation, especially when dealing with an ill-structured problem5, any study focused on school-related problems will significantly benefit educational practices. Moreover, such studies will not only enhance our understanding about reflections about their knowledge states and abilities and the actual executed action but also lead to development of principles of a practical theory that can serve as instructive models about conditions leading to successful processes of cognition and learning. The focus of this study was to evaluate -appraisal and self- management as well as the level of difficulty of the design task they engaged in.

II. Metacognition and Engineering Design

Although researchers offer many different definitions and models, metacognition remains

knowledge and thinking as a metacognition.4 Researchers in cognition pose varying definitions

Lawanto, O., & Johnson, S. (2009, June), Students’ Cognitive Self Appraisal And Self Management, And The Level Of Difficulty Of An Engineering Design Project: Are They Related? Paper presented at 2009 Annual Conference & Exposition, Austin, Texas. https://peer.asee.org/4785

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