How can metacognition be developed through problem-solving in higher education?

Abstract

Teacher-guided academic activities undertaken by students emphasise the cognitive strategies and procedures necessary for their successful resolution when problem solving in electronic engineering's digital communications area. However, students do not approach knowledge regarding their learning abilities (metacognition) in such a way that self-knowledge, skills development assessment and controlling their own abilities and limitations are favoured when guiding their learning. This article presents some meta-cognitive features which have been identified in students regarding problem-solving strategies in teaching, learning and evaluating engineering.