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Metacognition, Self-regulation and Assessment in Problem-Solving Processes at University

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Metacognition: Fundaments, Applications, and Trends

Part of the book series: Intelligent Systems Reference Library ((ISRL,volume 76))

Abstract

We firstly present an analysis of the most recent research in the field of metacognition and self-regulation linked to teaching-learning processes. Our approach involves the assessment of these processes through the use of rubrics for students to conduct self-assessments (at the start-during-and at the end) of their own learning processes and for teachers to evaluate these processes. We also refer to the processes of calibration and feedback as essential components in the assessment and learning processes. In second place, we examine possible methods of metacognitive intervention in self-regulation. Finally, we present an example application of these methods to the solution of a Thermodynamics problem from a degree course in Engineering Electronics and Automation. In this last section, we present the instruments for the measurement of the evaluation: questionnaires on the prior knowledge of students, and rubrics for the assessment of the conceptual and the procedural content of the solution as well as a short summary of the results of three research projects.

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Abbreviations

A:

Area

C:

Speed

h :

Enthalpy

K:

Kelvin

kg:

Kilogram

kJ:

Kilojoule

kPa:

Kilopascal

kW:

Kilowatt

m:

Meter

m2 :

Square meter

Pa:

Pascal

Q :

Heat

SI:

International system of units

SRL:

Self-regulated learning

T :

Temperature

W :

Power

W vc :

Power that the compressor consumes

WWW&H:

Which, when, why and how

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Acknowledgments

This work was completed with the assistance of funds for educational innovation and pedagogic improvement from the Vice-Rectorate of Teaching Staff and Administrative and Services Personnel of the University of Burgos (Spain) over the period 2012–2015.

Author information

Authors and Affiliations

  1. Department of Educational Sciences, Faculty of Humanities and Education, University of Burgos, C/Villadiego S/N, 09001, Burgos, Spain

    María Consuelo Sáiz-Manzanares

  2. Department of Electromechanical Engineering, Higher Polytechnic School, University of Burgos, Avenida de Cantabria, S/N, 09006, Burgos, Spain

    Eduardo Montero-García

Authors
  1. María Consuelo Sáiz-Manzanares
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  2. Eduardo Montero-García
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Corresponding author

Correspondence to María Consuelo Sáiz-Manzanares .

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Editors and Affiliations

  1. World Outreach Light to the Nations Ministries, Instituto Politécnico Nacional, Escuela Superior de Ingeniería Mecánica y Eléctrica, Zacatenco, Mexico City, Mexico

    Alejandro Peña-Ayala

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Sáiz-Manzanares, M.C., Montero-García, E. (2015). Metacognition, Self-regulation and Assessment in Problem-Solving Processes at University. In: Peña-Ayala, A. (eds) Metacognition: Fundaments, Applications, and Trends. Intelligent Systems Reference Library, vol 76. Springer, Cham. https://doi.org/10.1007/978-3-319-11062-2_5

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  • DOI: https://doi.org/10.1007/978-3-319-11062-2_5

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  • Online ISBN: 978-3-319-11062-2

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