Metacognitive Levels Obtained in Engineering Students’ Reflections on Abilities with Conservation of Mass Problems

Victor Moreno Lozano and Dr.Diefes-Dux Author

07/28/2021 Added

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This project is about how engineering students use their reflections on their own assignments to perform better on the course.

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[00:00:02.650]Hello, my name is Victor Moreno Lozano,
[00:00:05.560]and I'm going to be talking about my pre cover reflections.
[00:00:08.320]The title of my project is,
[00:00:09.663]Metacognitive Levels Obtained in Engineering Students'
[00:00:13.520]Reflections on Abilities with Conservation of Mass Problems.
[00:00:17.550]First of all, I'm going to talk a bit
[00:00:18.820]about the background on what reflection means.
[00:00:22.270]So reflection on their thoughts, feelings,
[00:00:24.360]and emotions provides students with motivation to learn,
[00:00:28.130]and enjoy the process of learning.
[00:00:31.440]Central to reflection is metacognition,
[00:00:33.845]through which students express their awareness of,
[00:00:36.439]and can describe their thinking in a way
[00:00:38.920]that allows them to close the gap
[00:00:40.490]between what they know and what they need to learn.
[00:00:44.310]Now I'm going to talk about the methods of my study.
[00:00:47.880]So the settings are R1 University,
[00:00:50.720]in our process engineering course.
[00:00:52.450]The participants of this study are Junior and Senior
[00:00:55.072]engineering students from a course of Spring 2021,
[00:00:58.950]with 28 students, and 20% of them were female.
[00:01:04.660]The course assignments: 13 homework
[00:01:07.640]that are called training assignments,
[00:01:09.920]then they were paired with 13 self-assessment assignments,
[00:01:13.377]which were divided into two parts, Part A and Part B.
[00:01:16.633]The first part was students self-grade
[00:01:19.050]and comment on each homework submission.
[00:01:21.770]On the second part, were the students complete
[00:01:24.470]a structured reflection with plans focused
[00:01:26.560]on achievement of learning objectives.
[00:01:29.660]And then we have the data collection
[00:01:31.080]that was for the Part B,
[00:01:33.530]and the first three reflections on topic
[00:01:35.430]were about the conservation of mass.
[00:01:37.440]Then, after that unit they did a reflection on other units,
[00:01:42.210]but in this study we're only focusing
[00:01:43.970]on conservation of mass.
[00:01:46.730]Then the research question is,
[00:01:47.977]"What type of metacognitive strategies are expressed
[00:01:51.425]by upper division engineering students
[00:01:53.860]in weekly reflections?"
[00:01:55.460]In the learning, I'm gonna answer that question
[00:01:58.900]right now when I'm talking about data analysis.
[00:02:02.360]So data analysis is three-dimension coding scheme
[00:02:05.670]developed based on cognition with levels of
[00:02:09.860]low, medium, and high.
[00:02:12.310]Then, inter-rater reliability established with
[00:02:16.960]two coders who reach 90% reliability.
[00:02:21.330]And then, the coding scheme was used to analyze students'
[00:02:23.860]responses to open-ended reflection prompts.
[00:02:27.510]Then, here in your table you can see three dimensions
[00:02:30.880]that are planning on evaluating,
[00:02:33.420]those dimensions were used to call the students answers.
[00:02:38.800]So, for the first one planning work comments
[00:02:41.080]on preparation for task execution.
[00:02:43.870]The participants inquiries about or identifies procedures
[00:02:47.616]and requirements of a task.
[00:02:49.520]So, for example if then a student was talking
[00:02:56.010]about what they need to do to improve something
[00:02:59.050]and to learn about something, we classify them as planning.
[00:03:02.410]And then, to differentiate between low, medium, and high
[00:03:05.930]we based on the awareness of the need of planning.
[00:03:10.364]Then, the second one was monitoring
[00:03:12.610]that are comments related to task comprehension.
[00:03:15.100]The participants are on understanding
[00:03:20.740]or lack of understanding
[00:03:21.780]as well as known and unknown information
[00:03:25.370]so here if the students were saying
[00:03:27.457]"I'm struggling with this
[00:03:29.040]or I think I'm doing good at this point"
[00:03:34.110]then we classify them as monitoring
[00:03:35.447]and differentiate between low, medium, and high
[00:03:37.860]we basically based on if they make some references
[00:03:40.900]to the learning objective of the course and the unit.
[00:03:44.930]And then, there's evaluating that are comments
[00:03:47.510]representing assessments of own thoughts,
[00:03:49.940]and performance in relation to the task goal
[00:03:53.230]the participant indicates recognition of a problem error.
[00:03:56.290]So here basically was if the student was saying
[00:03:59.657]"So, um I think I got this grade
[00:04:02.640]or I think I'm feeling bad because of this
[00:04:06.330]or I think I did well on this assignment because of this"
[00:04:09.560]So if they were talking about their grade or
[00:04:13.010]how well they performed,
[00:04:14.350]that was evaluating and to differentiate
[00:04:16.510]low, medium, and high was based on
[00:04:18.790]the recognition of a problem
[00:04:20.130]and if they attempt to improve it.
[00:04:22.523]Here on the right we have results,
[00:04:25.102]and the discussion and then I'm gonna talk
[00:04:28.080]about the graph here.
[00:04:30.870]So the first training was 1.1
[00:04:33.400]and this is the first graph that it taught.
[00:04:36.380]Was the first training of the unit
[00:04:40.070]So the most was monitoring
[00:04:41.910]students were using monitoring answers that was a 55%
[00:04:48.270]and the second one 1.2 the most was planning with a 41%
[00:04:52.820]and the last training of the unit,
[00:04:54.680]student used most evaluating answers.
[00:04:57.585]And what does that mean?
[00:04:59.300]So for example; they were using more monitoring answers
[00:05:05.600]at the beginning the unit because they were focusing
[00:05:07.720]only in what they were struggling with,
[00:05:09.790]what they knew about the class,
[00:05:13.474]what they didn't know about the class,
[00:05:15.850]and then once there was weeks coming
[00:05:19.350]at the end of the unit the students
[00:05:20.920]were more focusing on the grade,
[00:05:23.177]and how to improve their grade.
[00:05:24.730]For example; students were focusing on if they were
[00:05:27.869]gonna get a good grade, a bad grade, or
[00:05:30.970]how can they improve their grade.
[00:05:34.530]So, I think that was the main point
[00:05:36.930]of these three graphs here.
[00:05:39.170]You can see the first 1.1,
[00:05:41.880]you have more yellow and blue
[00:05:43.740]than the monitoring low, monitoring medium
[00:05:45.700]then, in the second graph you can see
[00:05:47.110]that you have more planning medium, more kind low,
[00:05:52.510]and in the 1.3, you can see in orange and gray
[00:05:56.580]more evaluating medium, and evaluating low,
[00:06:00.600]And the conclusion and future work.
[00:06:02.620]Well in conclusion, first look at upper-division abilities
[00:06:05.546]to reflect on their own learning
[00:06:07.500]and, then metacognitive strategies change over
[00:06:09.710]the duration of the topic switching from
[00:06:11.430]monitoring to higher levels of planning and the evaluation
[00:06:15.210]and then, future work, analyze students'
[00:06:17.250]reflection for remaining assignments
[00:06:19.290]then, relate reflections to self-assessment of work.
[00:06:22.280]And implement and analyze reflection
[00:06:24.320]in different courses with different objectives.
[00:06:28.400]So, that's all from me.
[00:06:31.060]Thank you very much for your time, I hope you like it.

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Metacognitive Levels Obtained in Engineering Students’ Reflections on ​ Abilities with Conservation of Mass Problems

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Metacognitive Levels Obtained in Engineering Students’ Reflections on Abilities with Conservation of Mass Problems

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