Developing metacognitive engineering teams

James Newell, Kevin Dahm, Roberta Harvey, Heidi Newell

Research output: Contribution to specialist publicationArticle

17 Scopus citations

Abstract

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 languageEnglish (US)
Pages316-320
Number of pages5
Volume38
No4
Specialist publicationChemical Engineering Education
StatePublished - Sep 1 2004

All Science Journal Classification (ASJC) codes

  • Chemistry(all)
  • Chemical Engineering(all)

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