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
7
Plays
Description
This project is about how engineering students use their reflections on their own assignments to perform better on the course.
Searchable Transcript
Toggle between list and paragraph view.
- [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.
The screen size you are trying to search captions on is too small!
You can always jump over to MediaHub and check it out there.
Log in to post comments
Embed
Copy the following code into your page
HTML
<div style="padding-top: 56.25%; overflow: hidden; position:relative; -webkit-box-flex: 1; flex-grow: 1;"> <iframe style="bottom: 0; left: 0; position: absolute; right: 0; top: 0; border: 0; height: 100%; width: 100%;" src="https://mediahub.unl.edu/media/17422?format=iframe&autoplay=0" title="Video Player: Metacognitive Levels Obtained in Engineering Students’ Reflections on Abilities with Conservation of Mass Problems" allowfullscreen ></iframe> </div>
Comments
0 Comments