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Metacognition is the understanding of your own knowledge including what knowledge you do not have and what knowledge you do have. This includes knowledge of strategies and regulation of one’s own cognition. Studying metacognition is important because higher-order thinking is commonly used, and problem-solving skills are positively correlated with metacognition. A positive previous disposition to metacognition can improve problem-solving skills. Metacognition is a key skill in design and manufacturing, as teams of engineers must solve complex problems. Moreover, metacognition increases individual and team performance and can lead to more original ideas. This study discusses the assessment of metacognitive skills in engineering students by having the students participate in hands-on and virtual reality activities related to design and manufacturing. The study is guided by two research questions: (1) do the proposed activities affect students’ metacognition in terms of monitoring, awareness, planning, self-checking, or strategy selection, and (2) are there other components of metacognition that are affected by the design and manufacturing activities? The hypothesis is that the participation in the proposed activities will improve problem-solving skills and metacognitive awareness of the engineering students. A total of 34 undergraduate students participated in the study. Of these, 32 were male and 2 were female students. All students stated that they were interested in pursuing a career in engineering. The students were divided into two groups with the first group being the initial pilot run of the data. In this first group there were 24 students, in the second group there were 10 students. The groups’ demographics were nearly identical to each other. Analysis of the collected data indicated that problem-solving skills contribute to metacognitive skills and may develop first in students before larger metacognitive constructs of awareness, monitoring, planning, self-checking, and strategy selection. Based on this, we recommend that the problem-solving skills and expertise in solving engineering problems should be developed in students before other skills emerge or can be measured. While we are sure that the students who participated in our study have awareness as well as the other metacognitive skills in reading, writing, science, and math, they are still developing in relation to engineering problems.
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Why Are Students with Disabilities so Invisible in STEM Education?
In the United States, we lament the lack of diversity in STEM fields and in teacher education, but many of our actions as educators continue to “weed out” students from nondominant communities and those who are differently abled. Society, parents, and other students need to understand that students with disabilities are as capable of academic achievement as any other student given the proper accommodations that allow for success. This is an issue that should not be limited to the silo of disability studies—it is one that must be recognized by all teachers.
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- Award ID(s):
- 1660506
- PAR ID:
- 10274885
- Date Published:
- Journal Name:
- Education week
- ISSN:
- 1944-8333
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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The purpose of this research paper is to test the difference in likelihood that LGBTQ students are open about their sexual or gender identities to peers in STEM than other members of their networks. LGBTQ students face pressures in STEM to hide their sexual and gender identities, which threatens their ability to experience state authenticity within STEM, or a congruence between their social identities and the environment. Incongruence would lead LGBTQ students to leave STEM majors at higher rates which undermines efforts to broaden participation in engineering. We used egocentric social network analysis to test differences in the likelihood that LGBTQ students are “out” to different members of their networks. We hypothesized that LGBTQ students are less likely to be out to peers in STEM than other members of their networks because of the culture and climate within STEM. Experiencing continued incongruence between one’s social identity and one’s environment, more common for minoritized individuals than others, can become a barrier to continued participation within that environment. Outness therefore serves as an indicator of how comfortable LGBTQ students are in STEM as an early predictor of whether they will persist in STEM. Results indicate participants were less likely to be out to peers in STEM than other peers. When we took whether the participant was a STEM major into consideration, the picture became less clear. Among STEM majors, participants reported being less likely to be out to their peers in STEM than other network members, but none of these factors were significant in a full-factor, mixed-effects regression model. These results suggest some degree of inauthenticity experienced by LGBTQ people with their peers in STEM, though the situation may be improving. These results implicate the role of climate in STEM through LGBTQ students’ relationships with their peers. If they feel they must be less open about their sexual or gender identities with peers in STEM, LGBTQ students are likely not experiencing a level of state authenticity within STEM that would retain them within these fields. Educators should consider how academic environments are construed to provide a supportive climate that allows LGBTQ students to be open and that sets expectations for all students to respect and welcome the contributions of their LGBTQ peers.more » « less
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A major driver in K-12 engineering education has been university-based outreach initiatives. In the U.S, there are an estimated 600,000 K-12 students participating in university-led engineering outreach annually (Iversen, 2014-2015). Reaching students as young as elementary school is important as students form their interest and impressions in engineering and other STEM disciplines early (Galton in Ormerod & Duckworth, 1975, p. 39; Maltese & Tai, 2010; Tai, Qiu,Liu, Maltese, & Fan, 2006) and those interests often decline in middle school (Murphy & Beggs, 2003; Neathery, 1997; Ormerod & Duckworth, 1975; Osborne, Simon, & Collins, 2003. University engineering students are often positioned as role models for the K-12 students they work with. However, to date, little research has been done on how students select role models and how to optimize the interactions between young students and university students to increase the likelihood that they will be taken as role models This paper will show preliminary data and analysis from an NSF-funded research project that is examining the dynamics between undergraduate university students providing outreach and elementary school student participants. The paper will focus on a case-study of a single 4th grade classroom and how different dynamics related to sharing personal information, engineering identity, and other interests interact with elementary school students identifying undergraduate engineering students as role models. Potential codes for larger qualitative studies will be shared as well as preliminary quantitative results from surveys instruments (EIDS, Draw an Engineer).more » « less
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null (Ed.)Classic item response models assume that all items with the same difficulty have the same response probability among all respondents with the same ability. These assumptions, however, may very well be violated in practice, and it is not straightforward to assess whether these assumptions are violated, because neither the abilities of respondents nor the difficulties of items are observed. An example is an educational assessment where unobserved heterogeneity is present, arising from unobserved variables such as cultural background and upbringing of students, the quality of mentorship and other forms of emotional and professional support received by students, and other unobserved variables that may affect response probabilities. To address such violations of assumptions, we introduce a novel latent space model which assumes that both items and respondents are embedded in an unobserved metric space, with the probability of a correct response decreasing as a function of the distance between the respondent’s and the item’s position in the latent space. The resulting latent space approach provides an interaction map that represents interactions of respondents and items, and helps derive insightful diagnostic information on items as well as respondents. In practice, such interaction maps enable teachers to detect students from underrepresented groups who need more support than other students. We provide empirical evidence to demonstrate the usefulness of the proposed latent space approach, along with simulation results.more » « less
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The intent of this project is to share early work that has been done to define means and methods used to instrument makerspaces for the purpose of collecting data about who is using what, and when they are using it. This capability is important to helping staff understand how students engage with their makerspaces. This poster discusses the link between goals, hardware, software, implementation and other choices/decisions that were used to instrument a makerspace. Having this example is important as these results can be adapted to other types of makerspaces, thereby enabling staff to better understand which tools students are using and impact of pedagogical interventions in makerspaces.more » « less
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