Collaborative Proposal: Structured Use of Metacognitive Activities in a Flipped Undergraduate Engineering Course to Enhance Learning and Professional Skill Development

合作提案：在翻转本科工程课程中结构化使用元认知活动以加强学习和专业技能发展

• 批准号: 2020504
• 负责人: Renee Clark
• 金额: $ 10.05万
• 依托单位: University of Pittsburgh
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2020504&HistoricalAwards=false
• 关键词: Collaborative; Proposal; Structured; Use; Metacognitive

This project aims to serve the national interest by promoting metacognition within the engineering curriculum and investigating the impact of metacognitive activities on student learning. Metacognition is the ability to reflect on, understand, and control one’s learning. Learning theories have shown that self-regulated and reflective learning are important for acquisition and application of new knowledge. Metacognition is therefore important for learning in the engineering classroom as well as for success in the professional engineering workplace. This project will design and implement systematic metacognitive activities in a fluid mechanics course at the University of South Florida. This course uses a flipped classroom model in which class time will be used for students to work collaboratively, including work on metacognitive activities. To determine the impact of the metacognitive activities, students who are taught fluid mechanics using the metacognitive approach will be compared with a control group of students who are taught in the traditional way. The project will investigate cognitive, reflective, and affective student outcomes associated with systematic metacognition. The flipped classroom pedagogy will be used to ensure that there is sufficient time available for in-class metacognitive practice activities consisting of Plan/Monitor/Evaluate cycles embedded within fluid mechanics problems. Assessment of student outcomes will include direct assessment of cognitive knowledge, as well as student reflections related to their metacognitive activities. Additionally, indirect assessment of student metacognition will be accomplished through a validated inventory. The multiple assessment methods are intended to enable data triangulation to obtain valid and reliable conclusions. Diverse student perspectives on systematic metacognitive instruction and practice will be gathered using focus groups that include female, underrepresented minority students, and community college transfer students. Systematic, formal integration of metacognitive activities is expected to enhance student learning. Learning materials, best practices, and outcomes will be shared with other STEM faculty at the institution. The findings and lessons learned will be disseminated via open educational courseware, conference presentations, journal articles, and workshops. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该项目旨在通过促进工程课程中的元认知并调查元认知活动对学生学习的影响来服务国家利益。元认知是反思，理解和控制自己的学习的能力。学习理论表明，自我调节和反思性学习对于新知识的获取和应用至关重要。因此，元认知对于在工程教室学习以及在专业工程工作场所的成功方面非常重要。该项目将在南佛罗里达大学的流体力学课程中设计和实施系统的元认知活动。本课程使用翻转的课堂模型，其中课堂时间将用于学生进行协作，包括从事元认知活动的工作。为了确定元认知活动的影响，将使用元认知方法教授流体力学的学生将与以传统方式教授的对照组进行比较。该项目将研究与系统元认知相关的认知，反思和情感学生的结果。翻转的教室教学法将用于确保有足够的时间用于课堂元认知实践活动，该活动包括计划/监视/评估嵌入流体力学问题中的周期。对学生成绩的评估将包括对认知知识的直接评估，以及与他们的元认知活动相关的学生思考。此外，将通过经过验证的库存来完成对学生元认知的间接评估。多种评估方法旨在使数据三角剖分获得有效且可靠的结论。学生对系统的元认知教学和实践的观点将使用包括女性，代表性不足的少数民族学生和社区大学转学学生在内的焦点小组来收集。元认知活动的系统，正式整合有望增强学生学习。学习材料，最佳实践和结果将与该机构的其他STEM教师共享。所学的发现和教训将通过开放的教育课程，会议演讲，期刊文章和讲习班进行传播。 NSF IUSE：EHR计划支持研发项目，以提高所有学生STEM教育的有效性。通过参与的学生学习轨道，该计划支持了承诺实践和工具的创建，探索和实施。该奖项反映了NSF的法定任务，并使用基金会的知识分子优点和更广泛的影响评估审查标准，被认为是珍贵的支持。

项目成果

Do Metacognitive Instruction and Repeated Reflection Improve Outcomes?

元认知指导和反复反思能否改善结果？

• 发表时间: 2022
• 期刊: ASEE Annual Conference
• 作者: Clark, Renee M;Kaw, Autar;Guldiken, Rasim
• 通讯作者: Guldiken, Rasim

Metacognition instruction and repeated reflection in a fluid mechanics course: Reflective themes and student outcomes

• DOI: 10.1177/03064190231164719
• 发表时间: 2023-10-01
• 期刊: INTERNATIONAL JOURNAL OF MECHANICAL ENGINEERING EDUCATION
• 影响因子: 1.4
• 作者: Clark，Renee M.;Kaw，Autar;Guldiken，Rasim
• 通讯作者: Guldiken，Rasim

Community as "Surroundings" in a Classroom Ecosystem

社区作为课堂生态系统中的“环境”

• 发表时间: 2023
• 期刊: ASEE 2023
• 作者: Clark, R.