The Application of Iterative Metacognitive Theory in Electrical Engineering Experiment Teaching

Graduates not only need to learn, but needed to learn how to learn efficiently and effectively, specially in experiment course. Therefor, the well-known and widely accepted concept, metacognition, is revisited for use in a power systems experiment course. For conflict between continuous studying proceed and isolated cognitive way, the iterative metacognition is put forward. The new metacognition may accelerate the studying efficiency, especially in experiment couse. A combination of improved metacognition and the appropriate use of innovated experiment learning model may be one solution for addressing this issue. The study examined the current use of iterative metacognitive strategies in ainnovated experiment unit at Northeastern University and how these strategies could be adopted to increase learning effectiveness. The study investigates how iterative way can support the metacognitive aspects of learning.