The role of metacognition in the first-year design lab
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The role of metacognition in the first‑year design lab Shabnam Kavousi1 · Patrick A. Miller2 · Patricia A. Alexander3 Accepted: 22 October 2020 © Association for Educational Communications and Technology 2020
Abstract Metacognition, or the ability to think about thinking, plays a significant role in the performance of first-year design students. Although the number of studies that focus on metacognition has increased in the past decade, additional studies are needed to more fully investigate metacognition and the use of metacognitive strategies in design education. Thus, this study focused on the influence of metacognitive knowledge, monitoring, and control on first-year design students’ performance. The conditions leading to changes in first-year design students’ metacognitive thinking and behaviors were also investigated. The processes of gathering data through concurrent verbalization and retrospective verbalization methods and a questionnaire are described. Thematic data analysis was used to extract the emerging themes from these data sources. Results indicated that metacognitive thinking was present in the generation and development of design ideas. Comparisons of higherand lower-performing students demonstrated the importance of metacognitive thinking during design learning tasks; higher-performing (HP) students tended to focus more on metacognitive thinking, whereas lower-performing (LP) students focused more on cognitive activities. Other comparisons between HP and LP students, along with recommendations for improving students’ problem solving performance in design courses, are shared. Keywords Metacognitive thinking process · Reflective process knowledge · Reflective process monitoring · Reflective process control · Design cognition
Introduction In schooling before university, much of education focuses on doing what the teacher tells you in order to find the right answer. When students arrive at the university, they are used to following explicit recipes to find “the answer.” In architectural design, there is no “right” answer, but many different possible solutions, some better and some worse. The creative acts are open to diverse interpretations and applications. Because of the importance of the creative component, architectural design should be taught differently. The first-year lab is * Shabnam Kavousi [email protected] 1
Virginia Tech, 121 Burrus Hall (0190), Blacksburg, VA 24061, USA
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Virginia Tech, 120 F Burruss Hall (0190), Blacksburg, VA 24061, USA
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University of Maryland, 3304F Benjamin Building, College Park, MD 20742, USA
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the first step in the journey to becoming a designer, and has an undeniable importance in learning the principals of designing. The Design teacher is trying to give them skills, tools, and abilities to find an appropriate design. Metacognition is a tool that can play a critical role in the effectiveness of designers; hence it is considered as an essential ingredient of creative thinking (Sternberg and Williams 1996). One
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