Getting unstuck: Information problem solving in high school STEM students and evidence of metacognitive knowledge

Richter, Todd; Muir, L; Flint, T; Hall, H; Smith, C

Abstract

This presentation reports the initial findings from an ongoing empirical study which aims to evaluate how students seek, use, and think about information when they encounter problems in the design, construction, and delivery of digital technology projects. It explores how a Science, Technology, Engineering, and Mathematics (STEM) curriculum, centred on improvisational problem solving, may have implications for student metacognitive knowledge development, and whether that development is evidenced in student information behaviour.

Citation

Richter, T., Muir, L., Flint, T., Hall, H., & Smith, C. (2017, June). Getting unstuck: Information problem solving in high school STEM students and evidence of metacognitive knowledge. Paper presented at i3- information: interactions and impact

• Presentation Conference Type: Conference Paper (unpublished)
• Conference Name: i3- information: interactions and impact
• Start Date: Jun 27, 2017
• End Date: Jun 30, 2017
• Deposit Date: Apr 24, 2017
• Publicly Available Date: Apr 24, 2017
• Keywords: Computer aided design, Constructionism, Information behaviour, Maker, Metacognition, Problem solving, Robotics education, STEM, Tinkering
• Public URL: http://researchrepository.napier.ac.uk/Output/832029