Investigating the Role of Socially Mediated Metacognition During Collaborative Troubleshooting of Electric Circuits

TL;DR

This study explores how social metacognition influences collaborative troubleshooting in physics electronics labs, revealing key social interactions that support diagnostic strategies and understanding.

Contribution

It applies a social metacognition framework to analyze collaborative troubleshooting, highlighting social dynamics that enhance students' diagnostic processes.

Findings

Students engage in socially mediated metacognition during key troubleshooting transitions.

Reciprocated dialogue supports collective strategizing and shared understanding.

Social metacognitive interactions occur at multiple critical points in troubleshooting.

Abstract

Developing students' ability to troubleshoot is an important learning outcome for many undergraduate physics lab courses, especially electronics courses. In other work, metacognition has been identified as an important feature of troubleshooting. However, that work has focused primarily on individual students' metacognitive processes or troubleshooting abilities. In contrast, electronics courses often require students to work in pairs, and hence students' in-class experiences likely have significant social dimensions that are not well understood. In this work, we use an existing framework for socially mediated metacognition to analyze audiovisual data from think-aloud activities in which eight pairs of students from two institutions attempted to diagnose and repair a malfunctioning electric circuit. In doing so, we provide insight into some of the social metacognitive dynamics that arise during collaborative troubleshooting. We find that students engaged in socially mediated metacognition at multiple key transitions during the troubleshooting process. Reciprocated metacognitive dialogue arose when students were collectively strategizing about which measurements to perform, or reaching a shared understanding of the circuit's behavior. In addition to elaborating upon these findings, we discuss implications for instruction, and we identify areas for potential future investigation.

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