Triggering reflection and meta-cognition in physics problem solving

Self-regulated learning strategies support learning. Recently, the Learning Companion, a tool carefully grounded in theory and designed to promote self-regulation while students solve engineering problems, was introduced by Tormey et al. The companion presents students with a standard questionnaire for each problem, including a predefined list of generic difficulties related to quantitative problem solving. Ample scientific research has, however, indicated that metacognition is most effective when it takes place in a domain-specific context. The goal of our research is to determine the feasibility and impact of a "Disciplinary Learning Companion" (DLC), building on topic-specific rather than generic questions. In the paper we first present the DLC and connect it to the theoretical frameworks of self-regulation and metacognition. Second, we present a case study of the DLC executed within a 1st year mechanics course. On the quantitative side we connect the interaction of students with the DLC to their learning skills measured using a validated questionnaire and their academic achievement. On the qualitative side, we present the findings of interviews with teaching assistants. Based on the results we present recommendations regarding the further development and research around "disciplinary companions" to induce students’ self-reflection when solving engineering problems.

ISBN:978-2-87352-023-6

Publication year:2021

Accessibility:Open