A Study of Metacognitive Problem Solving in Undergraduate Engineering Students

One of the key challenges in engineering education is the problem of teaching future engineers’ professional skills. Engineering students need to know what they do and do not know. This is termed metacognition. There is still quite a bit that we do not know about how metacognition develops in classroom settings. In this study, we discuss an exploration of these issues using both physical and virtual reality (VR) simulations of manufacturing systems; which are performed by student teams. We discuss the incorporation of measures of metacognition into a model of conflict and error to predict what types of experiences may be most helpful to produce improved metacognition in engineering students.

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