There are learners who cannot solve practical problems in spite of mastering basic scientific knowledge and formula necessary for the solution. One of the reasons might be attributed to the lack in metacognitive abili...There are learners who cannot solve practical problems in spite of mastering basic scientific knowledge and formula necessary for the solution. One of the reasons might be attributed to the lack in metacognitive abilities. The aim of this study was to compare the metacognitive characteristics between non-major and major students in electric engineering and clarify the difference of metacognitive process between these two groups when solving basic problems of electronic circuit. In the experiment, the solving process was compared between non-major and major students in electric engineering using five basic problems. We found that the scores on prediction of result and confidence of own answer differed significantly between non-major and major students, and inferred that the difference of performance was due to the lack in metacognitive ability, especially the plan and the execution abilities. Both prediction of results and confidence of own answer were also found to play a significant role in effective problem solving as important components （subsystems） of metacognition.展开更多
文摘There are learners who cannot solve practical problems in spite of mastering basic scientific knowledge and formula necessary for the solution. One of the reasons might be attributed to the lack in metacognitive abilities. The aim of this study was to compare the metacognitive characteristics between non-major and major students in electric engineering and clarify the difference of metacognitive process between these two groups when solving basic problems of electronic circuit. In the experiment, the solving process was compared between non-major and major students in electric engineering using five basic problems. We found that the scores on prediction of result and confidence of own answer differed significantly between non-major and major students, and inferred that the difference of performance was due to the lack in metacognitive ability, especially the plan and the execution abilities. Both prediction of results and confidence of own answer were also found to play a significant role in effective problem solving as important components （subsystems） of metacognition.
