Board 29: The Impact of Metacognitive Instruction on Students' Conceptions of Learning and their Self-monitoring Behaviors | Zendy

Patrick Cunningham | Zendy; Holly Matusovich | Zendy; Chris Venters | Zendy; Sarah Blackowski | Zendy; Sreyoshi Bhaduri | Zendy

Open Access

Board 29: The Impact of Metacognitive Instruction on Students' Conceptions of Learning and their Self-monitoring Behaviors

Author(s) -

Patrick Cunningham,

Holly Matusovich,

Chris Venters,

Sarah Blackowski,

Sreyoshi Bhaduri

Publication year - 2020

Language(s) - English

Resource type - Conference proceedings

DOI - 10.18260/1-2--29999

Subject(s) - metacognition , context (archaeology) , psychology , mathematics education , set (abstract data type) , self regulated learning , cognitive psychology , computer science , cognition , neuroscience , paleontology , biology , programming language

Patrick Cunningham is an Associate Professor of Mechanical Engineering at Rose-Hulman Institute of Technology. During the 2013-14 academic year he spent a sabbatical in the Department of Engineering Education at Virginia Tech. Dr. Cunningham’s educational research interests are student metacognition and self-regulation of learning and faculty development. His disciplinary training within Mechanical Engineering is in dynamic systems and control with applications to engine exhaust aftertreatment.

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