June 26, 2011
June 26, 2011
June 29, 2011
Design in Engineering Education
22.1368.1 - 22.1368.15
Task Interpretation and Self-regulating Strategies in Engineering Design Project: An exploratory study AbstractDesign tasks are ubiquitous, complex, ill-structured, and often offer substantial challenges tostudents and professional engineering designers. Successful designing depends on having notonly adequate knowledge but also sufficient awareness and control of that knowledge, known asmetacognition. The research suggests that metacognition not only enhances learning outcomesbut it also encourages students to be self-regulated learners who are metacognitively,motivationally, and behaviorally active participants in their own learning process.This exploratory study evaluates the extent to which students’ task interpretation of the designproject is reflected on their working plans and selected cognitive strategies. Butler and Cartier’s(2005) Self-regulated Learning (SRL) model was used to evaluate the dynamic and iterativeinterplay between metacognitive and cognitive activity. SRL dimension such as design planning,design process, task management, and task value were evaluated. Twelve engineering freshmanstudents at Utah State University (USU) participated in the study while they engaged in anengineering design project for a mechanical engineering “Engineering Graphics” course.Students were asked to complete the Engineering Design Questionnaire (EDQ) at the early,during, and final stages of their design project.Data collected were evaluated qualitatively using graphical views. In addition, the mean value ofeach item from the same SRL dimension was compared across SRL episodes (i.e., taskinterpretation, planning strategies, cognitive strategies, monitoring and fix up strategies, andcriteria). From the analysis, the findings suggest that the level of understanding of the task wasclearly reflected in students’ plans. Students did not excel in monitoring and regulating theirdesign planning but did excel in monitoring and regulating their design process and taskmanagement. Low scores indicate a lack of students’ consideration in looking for alternativeapproaches to investigating the problem, design solution, time planning, and the effective use ofresources and materials during the project.
Lawanto, O., & Goodridge, W. H., & Santoso, H. B. (2011, June), Task Interpretation and Self-Regulating Strategies in Engineering Design Project: An Exploratory Study Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. https://peer.asee.org/18458
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