Revista Docencia Universitaria

Vol. 25 No. 2 (2024): july - december
Articles

Cognition and Metacognition in Engineering: a teaching proposal in digital automation

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  • Máximo Menna,
  • Fabián Buffa,
  • María Basilisa García,
  • Paola Andrea Massa,
  • Daniela García-Nuñez
Máximo Menna
Universidad Nacional de Mar del Plata, Argentina
Fabián Buffa
Universidad Nacional de Mar del Plata, Argentina
María Basilisa García
Universidad Nacional de Mar del Plata, Argentina
Paola Andrea Massa
Universidad Nacional de Mar del Plata, Argentina
Daniela García-Nuñez
Universidad Nacional de Mar del Plata, Argentina
DOI: https://doi.org/10.18273/revdu.v25n2-2024005

Published 2024-09-23

Keywords

  • self-regulation,
  • learning strategies,
  • teaching,
  • students,
  • engineering

How to Cite

Menna, M., Buffa, F., García, M. B., Massa, P. A., & García-Nuñez, D. (2024). Cognition and Metacognition in Engineering: a teaching proposal in digital automation. Revista Docencia Universitaria, 25(2), 61–71. https://doi.org/10.18273/revdu.v25n2-2024005

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Abstract

This study examines the impact of a student-centered teaching approach, emphasizing reflection, on the development of self-regulated learning abilities in engineering students enrolled in the course ‘Industrial Automation.’ Employing a quantitative descriptive design, we surveyed 19 electrical and electromechanical engineering students. Participants completed an adapted version of the Motivated Strategies for Learning Questionnaire (MSLQ) by Pintrich et al. at the beginning and end of the course. Initial analysis revealed that the participating students already possessed a medium-high level of cognitive and metacognitive strategy development. However, comparing results from the beginning to the end of the course showed increased development in these abilities. Overall, our findings suggest that the proposed approach positively influenced self-regulation of learning in the studied subdimensions.

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