The Role of Metacognitive Skills in Engineering Education

Elvira Valeyeva; Roman V Kupriyanov; Nailya Sh. Valeyeva; Galina Romanova; Dzhamilia Renatovna Nugmanova

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Conference: 2017 ASEE International Forum
Location: Columbus , Ohio
Publication Date: June 28, 2017
Start Date: June 28, 2017
End Date: June 28, 2017
Page Count: 9
DOI: 10.18260/1-2--29307
Permanent URL: https://peer.asee.org/29307
Download Count: 1251

Paper Authors

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Elvira Valeyeva Kazan National Research Technological University Russian Federation

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I am an Associate Professor at Kazan National Research Technological University. I received my specialty in Social Work in 2005 and PhD in Pedagogics in 2008. My professional career covers: teaching at undergraduate and graduate level; planning, developing and managing project in the areas of Educational Systems. My research interest include the process of implementation of the Bologna Agreement in the Russian Higher Education System

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Roman V Kupriyanov Kazan National Research Technological University

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Roman Kupriyanov, PhD in Pedagogy, Assistant Professor of Kazan National Research Technological University. He was a post-graduate student at the specialty of "Social psychology". Roman defended the thesis on Socio-Psychological Mechanisms of Conflict in the Dyad Teacher-Student of a University. He is an author of more than 60 scientific articles in pedagogics and psychology. Research interest include the possibility of the use of the functional approach to the analysis and design of multi-level system of training of professionals, and also points of contact of competence-based and functional approach from the perspective of activity-based concept.

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Nailya Sh. Valeyeva Kazan National Research Technological University

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I am a Professor, Dean of the Faculty of Socio-Technical Systems; Head of Department of Social Work, Psychology and Pedagogics; Deputy Director of Institute of Innovation Management in Kazan National Research Technological University; and Honored Scientist of the Republic of Tatarstan. I received my specialty in Physics in 1975 at Kazan State University and PhD in Pedagogics in 1990. Since 1998 I am a Doctor of Pedagogical Sciences. My professional career covers: teaching at undergraduate, graduate and post-graduate level; planning, developing and managing project in the areas of Educational Systems. My research interest include the foreign educational programs, dual degree, project training, foreign industrial practice. I am a member of Russian Academy of Natural Science and Academy of Social Education.

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Galina Romanova Kazan National Research Technological University

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Galina Romanova, PhD in Pedagogy, Associate Professor at the Department of Foreign Languages at Kazan National Research Technological University. The topic of her PhD study was titled “Creativity Development of Engineering Students in the USA and Western Europe”. She is an author of more than 60 publications including monographs, scientific articles and study guides.

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Dzhamilia Renatovna Nugmanova Kazan National Research Technological University

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Dzhamilia Nugmanova, post -graduate student of Kazan National Research Technological University. She finished Master of psychological therapy of children and adolescents in the University Miguel Hernández of Spain in 2016. During the 9 years she worked at the Kazan Federal University. She is an author of more than 15 scientific articles in psychology. Research interests include adaptation processes of students, psychological therapy of anxiety disorders, applications of gestalt therapy and psychological trauma therapy.

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Abstract

Background: The necessity of research in the field of professional self-development and self-study is due to the high-level requirements of the modern civilization to human potential. Modern technologies nowadays are developing at a quick rate and are going out of date the same fast. As a result, engineering education often goes behind the onrush of technology, due to the fact that educational process takes a few years. Therefore, self-study skills formation is very important in engineering training. Scientific research shows that an engineer alongside with professional knowledge, skills, qualities and competences has to intentionally participate in the process of personal and professional self-development in order to adapt to constantly developing technologies and effectively fulfill employment functions. The importance of professional self-development and self-study competences formation in the process of future engineers’ training is stated in the educational standards of Russia (FSES of Higher Education in Russian Federation) and Europe (The EUR-ACE® Standards) emphasizing the necessity of forming the ability to recognise the need for and to engage in independent life-long learning. One of the conditions for effective professional self-development competence formation is a high level of metacognitive skills. Hence, one of the tasks of engineering education alongside with basic engineering knowledge and skills aqcuisition is mastering metacognitive skills. The aim of this pilot research activity is to study possibilities of metacognitive skills development in the engineering educational process.

Methods: The pilot study was organized at Kazan National Research Technological University. Students aged 18 to 20 took part in the experiment. The total number of students engaged in the experiment was 160. In this work we used the following methods: 1) metacognitive skills development methods: reflexive tasks and essays. 2) metacognitive skills development assessment methods: reflexivity study technique (reflexivity questionnaire by А.V.Karpov)

Results: The results of the pilot study revealed that the students underwent significant changes in self-regulation and reflexive skills development. The results of the experiment also prove that significant changes have occurred in the students’ structure of motivation - cognitive motives have taken much higher rates.

Conclusions: The undertaken pilot study showed that the suggested methods are effective developing metacognitive skills of the future engineers. Thus, the experience of engineering training at KNRTU demonstrates the abilities of educational system in developing students’ metacognitive skills.

Citation
Format

Valeyeva, E., & Kupriyanov, R. V., & Valeyeva, N. S., & Romanova, G., & Nugmanova, D. R. (2017, June), The Role of Metacognitive Skills in Engineering Education Paper presented at 2017 ASEE International Forum, Columbus , Ohio. 10.18260/1-2--29307

TY - CPAPER
AB - Background: The necessity of research in the field of professional self-development and self-study is due to the high-level requirements of the modern civilization to human potential. Modern technologies nowadays are developing at a quick rate and are going out of date the same fast. As a result, engineering education often goes behind the onrush of technology, due to the fact that educational process takes a few years. Therefore, self-study skills formation is very important in engineering training. Scientific research shows that an engineer alongside with professional knowledge, skills, qualities and competences has to intentionally participate in the process of personal and professional self-development in order to adapt to constantly developing technologies and effectively fulfill employment functions. The importance of professional self-development and self-study competences formation in the process of future engineers’ training is stated in the educational standards of Russia (FSES of Higher Education in Russian Federation) and Europe (The EUR-ACE® Standards) emphasizing the necessity of forming the ability to recognise the need for and to engage in independent life-long learning.
One of the conditions for effective professional self-development competence formation is a high level of metacognitive skills. Hence, one of the tasks of engineering education alongside with basic engineering knowledge and skills aqcuisition is mastering metacognitive skills.
The aim of this pilot research activity is to study possibilities of metacognitive skills development in the engineering educational process.

Methods: The pilot study was organized at Kazan National Research Technological University. Students aged 18 to 20 took part in the experiment. The total number of students engaged in the experiment was 160. In this work we used the following methods:
1) metacognitive skills development methods: reflexive tasks and essays.
2) metacognitive skills development assessment methods: reflexivity study technique (reflexivity questionnaire by А.V.Karpov)

Results: The results of the pilot study revealed that the students underwent significant changes in self-regulation and reflexive skills development. The results of the experiment also prove that significant changes have occurred in the students’ structure of motivation - cognitive motives have taken much higher rates.

Conclusions: The undertaken pilot study showed that the suggested methods are effective developing metacognitive skills of the future engineers. Thus, the experience of engineering training at KNRTU demonstrates the abilities of educational system in developing students’ metacognitive skills.

AU - Elvira Valeyeva
AU - Roman V Kupriyanov
AU - Nailya Sh. Valeyeva
AU - Galina Romanova
AU - Dzhamilia Renatovna Nugmanova
CY - Columbus , Ohio
DA - 2017/06/28
PB - ASEE Conferences
TI - The Role of Metacognitive Skills in Engineering Education
UR - https://peer.asee.org/29307
DO - 10.18260/1-2--29307
ER -