Examining Differences of Metacognition between STEM and non-STEM Students in Engineering Education, Education
- Conference
- Location
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Marietta, Georgia
- Publication Date
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March 10, 2024
- Start Date
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March 10, 2024
- End Date
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March 12, 2024
- Page Count
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6
- DOI
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10.18260/1-2--45526
- Permanent URL
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https://peer.asee.org/45526
- Download Count
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24
Paper Authors
Larisa Olesova
University of Florida
orcid.org/0000-0002-1047-9081
Dr. Olesova is Assistant Professor of Educational Technology in College of Education, the University of Florida. Her research interests are Community of Inquiry, cognitive presence, metacognition, learning analytics, social network analysis, online engagement and interactions and online instructional strategies.
Ayesha Sadaf University of North Carolina at Charlotte
Ioulia Rytikova George Mason University
Ioulia Rytikova is a Professor and an Associate Chair for Graduate Studies in the Department of Information Sciences and Technology at George Mason University. She received a B.S./M.S. and Ph.D. degrees in Automated Control Systems Engineering and Information Processing. Her research interests lie at the intersection of Data Science and Big Data Analytics, Cognitive and Learning Sciences, Educational Data Mining, Personalized Learning, and STEM Education.
Mihai Boicu
George Mason University
orcid.org/0000-0002-6644-059X
Mihai Boicu, Ph.D., is Assistant Professor of Information Technology at George Mason University, Associate Director of the Learning Agents Center (http://lac.gmu.edu), Co-Director of IT Entrepreneurship Laboratory (http://lite.gmu.edu) and Co-Director of
Harry J Foxwell George Mason University
Harry is currently Associate Professor at George Mason University's Department of Information Sciences and Technology. He earned his doctorate in Information Technology in 2003 from George Mason University's Volgenau School of Engineering (Fairfax, VA), and has since taught graduate courses there in big data analytics and ethics, operating systems, computer architecture and security, cloud computing, and electronic commerce.
Abstract
This study examined differences in perceived metacognition (individual and group) between STEM and non-STEM students when they participated in inquiry-based learning, such as peer review approach and case-based learning. The results revealed that STEM students had a higher perception of metacognition when they participated in peer-review activities than non-STEM students when they participated in case-based learning. In addition, there were statistical differences between STEM and non-STEM students in their perceptions of overall metacognition, specifically, in group metacognition. We also examined differences between STEM and non-STEM graduate and undergraduate students. The results revealed differences between graduate and undergraduate students in their overall metacognition, specifically, in perceived group metacognition in both STEM and non-STEM students.
Olesova, L., & Sadaf, A., & Rytikova, I., & Boicu, M., & Foxwell, H. J. (2024, March), Examining Differences of Metacognition between STEM and non-STEM Students in Engineering Education, Education Paper presented at 2024 South East Section Meeting, Marietta, Georgia. 10.18260/1-2--45526
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