The design and development of engineering curriculum, building around the concept of metacognition, is discussed. It is stated that metacognition refers to two distinct issues such as awareness and knowledge of self as learner, and conscious self-control and self-regulation of cognition. An additional goal is to help students avoid hierarchical judgements, rather focusing on the team's effectiveness and ineffectiveness. It is essential for metacognitive learners to understand their strengths and weaknesses in learning and control their approaches to a problem.
|Original language||English (US)|
|Number of pages||5|
|Specialist publication||Chemical Engineering Education|
|State||Published - Sep 1 2004|
All Science Journal Classification (ASJC) codes
- Chemical Engineering(all)