Kaw, A., & Clark, R. M. (2024, March), Discussion Questions As Metacognitive Exercises  Paper presented at 2024 South East Section Meeting, Marietta, Georgia. 10.18260/1-2--45518

\bibitem{asee_peer_45518}
  Kaw, A., \& Clark, R. M. (2024, March), \emph{Discussion Questions As Metacognitive Exercises}
  Paper presented at 2024 South East Section Meeting, Marietta, Georgia.
  10.18260/1-2--45518

Autar Kaw and Renee M Clark.  "Discussion Questions As Metacognitive Exercises".  2024 South East Section Meeting, Marietta, Georgia, 2024, March.  ASEE Conferences, 2024.  https://peer.asee.org/45518 Internet.  13 May, 2024

\bibitem{asee_peer_45518}
  Autar Kaw and Renee M Clark.
  "Discussion Questions As Metacognitive Exercises".
  \emph{2024 South East Section Meeting, Marietta, Georgia, 2024, March}.
  ASEE Conferences, 2024.
  https://peer.asee.org/45518 Internet.  13 May, 2024

@INPROCEEDINGS{asee_peer_45518
author = "Autar Kaw and Renee M Clark"
title = "Discussion Questions As Metacognitive Exercises"
booktitle = "2024 South East Section Meeting"
year = "2024"
month = "March"
address = "Marietta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/45518}
number = {10.18260/1-2--45518}
}

TY  - CPAPER
AB  - Metacognition activities have been proven to enhance students' learning by fostering self-awareness and regulating their thought processes. In a core mechanical engineering course of Numerical Methods at the University of South Florida in Fall 2022, the students were presented with discussion questions that served as metacognitive activities. 

The course consisted of eight topics, and after each topic, the students were asked a discussion question. While answering these questions was optional for the students, it served as 0.25% extra credit for the course. This initiative was also taken to offset any occasional missed online homework, which accounted for 15% of the grade for the semester. 

A different discussion question was asked after each topic to ensure that student responses were not monotonous. These questions were designed to elicit thoughtful and unique responses from the students. For instance, some of the questions asked were: 
1) Describe the most challenging concept or exercise for Chapter 1 (Introduction to Scientific Computing) for you or a classmate. Include categorically why one would struggle with it. Limit yourself to one concept. 
2) Name the most intuitive concept or topic for Chapter 7 (Numerical Integration) and describe what you do and need help understanding. Limit yourself to one idea or topic. 
3) Write a nursery rhyme of 4 lines to describe something about Chapter 6 (Regression). The nursery rhyme should rhyme. It can be an original or a parody of an existing one. 

To promote learning from others, students were allowed to see responses from other students only after they had submitted theirs. 

This paper will present the examples, quality, and participation rate of the students' responses. 


AU  - Autar Kaw
AU  - Renee M Clark
CY  - Marietta, Georgia
DA  - 2024/03/10
PB  - ASEE Conferences
TI  - Discussion Questions As Metacognitive Exercises
UR  - https://peer.asee.org/45518
DO  - 10.18260/1-2--45518
ER  -