The role of metacognition in troubleshooting: an example from electronics

TL;DR

This study explores how metacognition influences troubleshooting effectiveness in electronics students, highlighting the importance of self-awareness and decision-making during circuit repair tasks.

Contribution

It provides empirical evidence linking socially mediated metacognition to successful troubleshooting in upper-division electronics students.

Findings

Metacognition enhances troubleshooting decision-making.

Socially mediated metacognition correlates with successful repairs.

Analysis of student interactions reveals key troubleshooting strategies.

Abstract

Students in physics laboratory courses, particularly at the upper division, are often expected to engage in troubleshooting. Although there are numerous ways in which students may proceed when diagnosing a problem, not all approaches are equivalent in terms of providing meaningful insight. It is reasonable to believe that metacognition, by assisting students in making informed decisions, is an integral component of effective troubleshooting. We report on an investigation of authentic student troubleshooting in the context of junior-level electronics courses at two institutions. Think-aloud interviews were conducted with pairs of students as they attempted to repair a malfunctioning operational-amplifier circuit. Video data from the interviews have been analyzed to examine the relationship between each group's troubleshooting activities and instances of socially mediated metacognition. We present an analysis of a short episode from one interview.