Examining Differences of Metacognition between STEM and non-STEM Students in Engineering Education, Education

This study examined differences in perceived metacognition between STEM and non-STEM graduate students when they participated in inquiry-based learning, such as peer review activities and case-based learning.Two hundred and twenty-four graduate students from three universities in the USA participated in the study where STEM graduate students were from engineering and non-STEM graduate students were from Education.Data were collected through a shared metacognition questionnaire online survey.The results revealed that both STEM and non-STEM students had high perception of metacognition when they participated in the inquirybased courses.Additionally, while STEM students considered the value of peer feedback to participate in the research-based activities, non-STEM students attended to the ideas of others during case-based activities.