Transforming STEM Education through Inquiry-Based Collaborative Approach: Examination of Metacognition and Cognitive Presence
- Conference
- Location
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Marietta, Georgia
- Publication Date
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March 10, 2024
- Start Date
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March 10, 2024
- End Date
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March 12, 2024
- Page Count
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7
- DOI
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10.18260/1-2--45576
- Permanent URL
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https://peer.asee.org/45576
- Download Count
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119
Paper Authors
Larisa Olesova
University of Florida
orcid.org/0000-0002-1047-9081
Dr. Olesova is Assistant Professor of Educational Technology in College of Education, the University of Florida. Her research interests are Community of Inquiry, cognitive presence, metacognition, learning analytics, social network analysis, online engagement and interactions and online instructional strategies.
Mihai Boicu
George Mason University
orcid.org/0000-0002-6644-059X
Mihai Boicu, Ph.D., is Assistant Professor of Information Technology at George Mason University, Associate Director of the Learning Agents Center (http://lac.gmu.edu), Co-Director of IT Entrepreneurship Laboratory (http://lite.gmu.edu) and Co-Director of
Harry J Foxwell George Mason University
Harry is currently Associate Professor at George Mason University's Department of Information Sciences and Technology. He earned his doctorate in Information Technology in 2003 from George Mason University's Volgenau School of Engineering (Fairfax, VA), and has since taught graduate courses there in big data analytics and ethics, operating systems, computer architecture and security, cloud computing, and electronic commerce.
Ioulia Rytikova George Mason University
Ioulia Rytikova is a Professor and an Associate Chair for Graduate Studies in the Department of Information Sciences and Technology at George Mason University. She received a B.S./M.S. and Ph.D. degrees in Automated Control Systems Engineering and Information Processing. Her research interests lie at the intersection of Data Science and Big Data Analytics, Cognitive and Learning Sciences, Educational Data Mining, Personalized Learning, and STEM Education.
Abstract
In this exploratory study, we examined how engineering graduate students perceived cognitive presence and metacognition while participating in research learning modules. These modules covered fundamental topics, including research question development, literature reviews, and conducting research. We implemented the inquiry-based approach in STEM graduate courses to examine the levels of perceived cognitive presence and metacognition during student participation in discussions and peer review activities within the research context. This study found that the inquiry-based approach can be effective in facilitating a higher level of cognitive presence and metacognition in research courses for engineering students. These results hold promise in helping students not only improve their research skills but also in equipping them with valuable skills that extend beyond the classroom environment and prove beneficial for their careers. The findings of this study contributed to the field of engineering education to understand how to facilitate shared learning environments for engineering students.
Olesova, L., & Boicu, M., & Foxwell, H. J., & Rytikova, I. (2024, March), Transforming STEM Education through Inquiry-Based Collaborative Approach: Examination of Metacognition and Cognitive Presence Paper presented at 2024 South East Section Meeting, Marietta, Georgia. 10.18260/1-2--45576
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