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Presentation
Promoting metacognitive knowledge and shared note-taking to learn electric circuit concepts through enhanced guided notes
Frontiers in Education (2011)
  • Oenardi Lawanto
  • Paul Schreuders
  • Douglas L Holton
  • Jim Dorward, Utah State University
Abstract
This work in progress involves a design-based research process to develop new instructional materials and strategies for use in an electric circuit course by students who are not electrical engineering majors. These materials and strategies are designed to replace traditional note-taking practices or standard guided notes used in most engineering courses and stimulate students to actively engage in meaningful learning activities. The enhanced guided notes (EGN) developed by this study include two additional components that are not present in the standard guided notes. First, the EGN will include questions that prompt students to assess their metacognitive knowledge. Second, the EGN will be further enhanced through the inclusion of outside class activities. This requires students to share notes made during lectures with their friends by using a tablet format computer and an online uploading document mechanism. Six research questions were constructed to guide this study. The impact of the treatments will be assessed using a combination of quantitative and qualitative methods.
Keywords
  • metacognition,
  • guided notes,
  • electrical engineering,
  • engineering education,
  • electrical circuits
Disciplines
Publication Date
2011
Citation Information
Oenardi Lawanto, Paul Schreuders, Douglas L Holton and Jim Dorward. "Promoting metacognitive knowledge and shared note-taking to learn electric circuit concepts through enhanced guided notes" Frontiers in Education (2011)
Available at: http://works.bepress.com/edtechdev/14/