Problem resolution centered teaching starts meta-cognitive strategies in engineering student education

Abstract

When solving engineering problems, teacher oriented academic activities done by the students are centered in cognitive strategies and the necessary procedures for their correct solving. However, it's also necessary to encourage an approach to a knowledge of the student's learning abilities (meta-cognition) in such a manner that auto-knowledge, assessment capability and aptitude and limitation control are nourished during learning orientation. The paper identifies the meta-cognitive characteristics that encourage problem solving (RP) tendencies in the students subject to engineering teaching and assessment.