Learning to Learn-Concepts in a First Power Engineering Course
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Abstract
Three well-known and widely accepted concepts in educational psychology are revisited. These are "inventory of learning styles," "taxonomy of educational objectives," and "metacognition." Relationships among these concepts are highlighted. Often, a student can develop his (or her) own learning style by the process of metacognition. Ideas are borrowed from these concepts for use in a first-level power systems course. It is beyond a doubt that both cognitive and metacognitive skills are necessary for students to succeed in any course. While a semester-long power systems course leaves little time for critical thinking and passive reflection for students, certain activities may very well serve for some of these learning processes.
