Columbus , Ohio
June 28, 2017
June 28, 2017
June 28, 2017
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 Modern technologies nowadays are developing at a quick rate and are going out of date the same fast.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.
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. https://peer.asee.org/29307
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2017 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015