July 1, 2019.
One of the main focuses of metacognition is to have students think about their learning. By bringing the engineering design process with educational psychology together, it can lead to a society that thinks more in-depth on various topics. The goal of the internship was to utilize and teach top-down educational and instructional objectives. Throughout the project, we followed a modified progression of the System Architecture Methodology to help other interns think in a top-down fashion. The purpose of this procedure is to create and induce new innovative and creative ideas for different projects. As teaching this methodology was tasked, research and asking questions were skills that developed. In line with the top-down approaches to teaching the curriculum to interns, revising the written curriculum from last year was pursued. Following the top-down methodology, each step in that curriculum turned into a lesson plan. Using the revised Bloom's Taxonomy, writing the objectives will follow cognitive processes as well as a knowledge basis. As students progress their thought processes to create and reach metacognition, they contain deeper learning and higher performances. In conclusion, teaching and learning this methodology can improve students' abilities to think throughout their life.
Education | Educational Leadership | Educational Methods | Educational Psychology | Educational Technology | Engineering Education | Materials Science and Engineering | Mechanical Engineering
NASA Jet Propulsion Laboratory (JPL)
The 2019 STEM Teacher and Researcher Program and this project have been made possible through support from Chevron (www.chevron.com), the National Science Foundation through the Robert Noyce Program under Grant #1836335 and 1340110, the California State University Office of the Chancellor, and California Polytechnic State University in partnership with Jet Propulsion Laboratory, California Institute of Technology and Illinois State University. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the funders.
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