Both metacognition (reflection of activities and thinking) and self-efficacy (a personal belief of beingcapable of doing something) influence learning outcomes. This study investigated metacognition using 17students’ reflection journals and the change of general self-efficacy and robotics self-efficacy (perceptionsof capability regarding specific robotics related knowledge and skills) over a one-semester roboticseducation course. The reflection journals showed (1) the majority of students reported more frequently onwhat they did during the last eight weeks than the first eight weeks, as well as writing about planning andevaluation and (2) while writing about background knowledge, opinions, and learning had a decreasingtrend. The survey results showed that students’ robotics self-efficacy in the knowledge and skillssignificantly increased. The findings suggest that writing reflection journals can be a useful tool for roboticsteachers in helping students practice metacognition and engage in a higher level of learning.
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