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1.
Several time-use studies in engineering education have shown that students use less time studying than has been allocated in the curricula. It is questionable whether a scarce use of time can lead to deeper understanding and the ability to apply knowledge in problem-solving. The alarming results from earlier time-use studies led to a search for answers to the following questions: How much time do first-year engineering students use for their studies and other activities? Do they spend enough time on studying and other learning activities? Is their time use in agreement with the curriculum? What learning outcomes and grades do students achieve from their studying efforts? Factors that influence student time use and approaches to learning are discussed. A deep approach to learning is desirable and is seen to support comprehension and lead to better learning outcomes. Learning approaches that students choose are both student-related and influenced by the learning environment. How can the learning environment be designed so that students are motivated to assume a deep approach to learning and devote more time and effort to out-of-class studying? Answers to these questions will be helpful for teachers, tutors, teacher educators and designers of curricula, as well as students themselves. 相似文献
2.
Jennifer M. Case 《高等教育研究与发展》2015,34(5):841-852
Contemporary critiques of student learning research call for new theoretical and methodological approaches. This article proposes a social realist approach to this research, using the morphogenetic theory of sociologist Margaret Archer. The applicability of this approach is demonstrated by reference to an empirical study of engineering students at a South African university, using narrative analysis. In the article itself, two narratives are given in some detail, illustrating the key outlines of the analysis. Students’ emerging personal identities are shown to be highly dependent on their social backgrounds, yet when in the university the possibilities for the morphogenesis of student agency are very constrained. A critical interrogation of these findings proposes that a true higher education should facilitate the development of an enlarged sense of agency for students. 相似文献
3.
Bárbara Filipa Casqueria Coelho Gabriel João Alexandre Dias-de-Oliveira Victor Fernando Santos Neto António Gill D’Orey De Andrade-Campos 《European Journal of Engineering Education》2018,43(6):950-966
Methodologies for engineering learning and teaching (MELT) approach aims to enhance the attractiveness of education through science, technology, engineering and mathematics (STEM) among young people, while promoting awareness of future careers in these areas. To this end, students’ expectations are considered within university programmes, aiming to an increased engagement in STEM careers. To accomplish these goals, a new and integrated approach (MELT) is presented, involving the main stakeholders in both scientific education and society. An education framework is presented, providing guidelines for an improved collaborative approach to STEM education in the future. Results from the pilot implementation of MELT are presented, from a small-scale education parliament prototype. From these initial stage and results, it is seen that there is a need for a proper alignment of expectations from all involved stakeholders, concerning the engineering education towards society’s demands. 相似文献
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Both science and technology education have a commitment to teaching process; investigations or scientific method in science,
design in technology, and problem solving in both areas. The separate debates in science and technology education reveal different
curricular emphases in processes and content, reflecting different goals, and pedagogic and educational research traditions.
This paper explores these differences and argues that each curriculum area can learn from the other. Despite the interest
in processes, problem solving remains neglected in each area, particularly with respect to empirical accounts of student problem-solving
activities and the supporting pedagogy. This paper draws on the situated learning and social constructivist literature to
provide insights into problem solving in technology education. The research reported here, gives accounts of the problem-solving
strategies of English secondary school students. These strategies represent their responses to technology activities and the
learning environment created by teachers. 相似文献
6.
Reflective learning in distance education 总被引：1，自引：0，他引：1
Mary Thorpe 《European Journal of Psychology of Education - EJPE》1995,10(2):153-167
This article addresses one of three major challenges which it is argued, currently face distance education, namely its claimed over-reliance on behaviourist approaches to teaching and learning. In particular, the derivation of principles of course design which can be applied irrespective of difference of context, content and learners, has not proved to be a realistic and effective way forward. Fortunately, the practice of distance education has not been limited to applied behaviourism only, and has included approaches which draw upon social constructivist and cognitive approaches to learning. These have worked well in combination with regular feedback to students in programmes at undergraduate level at the UK Open University (UKOU). Other conceptualisations of learning have also begun to make an impact, notably the experiential and the relational. The former emphasises reflection on direct experience and the transformation of existing knowledge. The latter reveals the shaping influence of students conceptions in these areas. Distance education already has many examples of activities and projects which require students to process existing and new experience in relation to course concepts and goals. A number of courses at the UKOU are also encouraging students to review their own learning approaches and to be proactive about their study methods. A case study of two courses is introduced, as an example of teaching approaches which foster reflection on experience, integrated with conceptual learning, and reflection by the learner on their own learning process in parallel with the study of course content. Evidence is provided from evaluation of the extent to which these learning process oriented course materials, have affected the learned outcomes students identify for themeselves. The integration of a reflective component into assessment of the course has been especially effective. Students report changes most frequently at the level of general awareness of purpose of study and learning transfer, rather than in the area of detailed study skills. 相似文献
7.
Andria C. Schwortz Andrea C. Burrows Sarah Katie Guffey 《Educational Action Research》2017,25(4):630-649
The authors use an action research (AR) approach in a collegiate studio physics class to investigate the power of partnerships via conferences as they relate to issues of establishing a student/mentor rapport, empowering students to reduce inequity, and the successes and barriers to hearing students’ voices. The graduate teaching assistant (TA, Author 1) conducted one-on-one conferences with 29 students, elicited student opinions about the progress of the course, and talked with faculty, TAs, and an undergraduate supplemental instructor for other sections of the course. At the end of the semester, the students reported increased knowledge of the TA as a person and as an instructor, and vice versa. Sixty-five percent of students reported no interest in changing circumstances to make it easier to talk about personal concerns with the TA. College students reluctantly voiced their opinions about the course, possibly due to the power structure of the classroom. Other TAs in the department expressed mostly disinterest in the project, while faculty members were interested in student learning but skeptical of student empowerment. A case study of one student is presented, wherein his attendance improved in the course and he received additional help outside class, both possibly as a result of the student/TA conferences. Students in this studio physics section were more likely to interact directly with faculty or TAs during lectures, but less likely to do so during lab sessions, than were students in a non-studio physics section. 相似文献
8.
Recent scholarship references indicate that integration of the student body can result in an enhanced learning experience for students and also greater satisfaction. This paper reports the results of a case study whereby mechanical engineering students studying at a newly established branch campus in Dubai of a British university were exposed to vertical and horizontal integration. Different activities have been embedded to ensure that students integrated and worked together with their peers and colleagues at different levels. The implemented processes and practices led to improved academic achievements, which were better than those of a similar cohort of students where no effort had been made to integrate. The analysis revealed that cooperative learning and the degree of academic support provided by teachers are positively and directly correlated with academic as well as the students’ own sense of personal achievement. The results are discussed in light of previous research and with reference to the cultural context of the study. 相似文献
9.
Astrid Heidemann Lassen Suna Løwe Nielsen 《Research in Science & Technological Education》2013,31(3):275-290
Background: Globalization, technological advancement, environmental problems, etc. challenge organizations not just to consider cost-effectiveness, but also to develop new ideas in order to build competitive advantages. Hence, methods to deliberately enhance creativity and facilitate its processes of development must also play a central role in engineering education. However, so far the engineering education literature provides little attention to the important discussion of how to develop knowledge intensive ideas based on creativity methods and concepts. Purpose: The purpose of this article is to investigate how to design creative camps from which knowledge intensive ideas can unfold. Design/method/sample: A framework on integration of creativity and knowledge intensity is first developed, and then tested through the planning, execution and evaluation of a specialized creativity camp with focus on supply chain management. Detailed documentation of the learning processes of the participating 49 engineering and business students is developed through repeated interviews during the process as well as a survey. Results: The research illustrates the process of development of ideas, and how the participants through interdisciplinary collaboration, cognitive flexibility and joint ownership develop highly innovative and knowledge-intensive ideas, with direct relevance for the four companies whose problems they address. Conclusions: The article demonstrates how the creativity camp methodology holds the potential of combining advanced academic knowledge and creativity, to produce knowledge intensive ideas, when the design is based on ideas of experiential learning as well as creativity principles. This makes the method a highly relevant learning approach for engineering students in the search for skills to both develop and implement innovative ideas. 相似文献
10.
In the UK, the USA and Australia, there have been calls for an increase in the number of engineering graduates to meet the needs of current global challenges. Universities around the world have been grappling with how to both attract more engineering students and to then retain them. Attrition from engineering programmes is disturbingly high. This paper reports on an element of research undertaken through an Australian Learning and Teaching Council-funded Fellowship that investigated the factors leading to student attrition in engineering programmes, by identifying barriers to student success. Here, we contrast a review of the literature related to student barriers and success with student perceptions, gathered through a series of focus groups and interviews at three Australian universities. We also present recommendations for action to try to remove barriers to student success. 相似文献
11.
为了加强和改进大学生思想政治教育,提高辅导员思想教育工作的有效性,我们引用了沟通分析理论,并为辅导员如何运用该理论与学生沟通提供对策,对高校思想教育提供研究依据。 相似文献
12.
The duration of doctoral studies has increased in Europe. Personal study planning has been considered as one possible solution to help students in achieving shorter study times. This study investigates how doctoral students experience and use personal study plans in one university department of industrial engineering. The research material consists of a questionnaire study and personal study plan forms submitted by doctoral students. The results show evidence concerning the usefulness of personal study planning in doctoral education in industrial engineering and reveal differences across student groups. This study highlights the situation-dependent character of personal study planning and confirms that the implementation of personal study planning requires time and effort in order to change the culture of individualised studies. 相似文献
13.
Distance education planners face two basic, yet difficult decisions: which students should be targeted and which programs should be offered? This paper reports the process and results of the planning committee of a consortium of engineering schools in the United States that was tasked with these very decisions. A market research study measured the program preferences of potential students. Three program characteristics (course type, delivery method, and time availability) were examined. The results show there is no ‘average’ student and no single program will satisfy all the needs of the student population. Rather, the committee must choose one or more segments based on the program preferences of the students and the resources required to provide the programs. 相似文献
14.
Marie Magnell Lars Geschwind Anette Kolmos 《European Journal of Engineering Education》2017,42(6):1038-1047
The purpose of this paper is to identify faculty perspectives on the integration of work-related issues in engineering education. A mixed methods approach was used to explore faculty attitudes towards work-related learning, to describe activities related to working life that have been introduced into the curriculum and to identify factors that faculty see as important if the amount of work-related learning is to increase. The results show that faculty members are positive about integrating work-related issues into the curriculum. Programmes with more extensive connections to industry offer more integrated activities, such as projects with external actors, and use professional contacts established through research in their teaching. In order to increase work-related learning in engineering curricula, faculty request clear goals and pedagogical tools. Other options to increase work-related learning include offering faculty the opportunity to work outside academia. 相似文献
15.
Problem-Based Learning: What and How Do Students Learn? 总被引：22，自引：0，他引：22
Cindy E. Hmelo-Silver 《Educational Psychology Review》2004,16(3):235-266
Problem-based approaches to learning have a long history of advocating experience-based education. Psychological research and theory suggests that by having students learn through the experience of solving problems, they can learn both content and thinking strategies. Problem-based learning (PBL) is an instructional method in which students learn through facilitated problem solving. In PBL, student learning centers on a complex problem that does not have a single correct answer. Students work in collaborative groups to identify what they need to learn in order to solve a problem. They engage in self-directed learning (SDL) and then apply their new knowledge to the problem and reflect on what they learned and the effectiveness of the strategies employed. The teacher acts to facilitate the learning process rather than to provide knowledge. The goals of PBL include helping students develop 1) flexible knowledge, 2) effective problem-solving skills, 3) SDL skills, 4) effective collaboration skills, and 5) intrinsic motivation. This article discusses the nature of learning in PBL and examines the empirical evidence supporting it. There is considerable research on the first 3 goals of PBL but little on the last 2. Moreover, minimal research has been conducted outside medical and gifted education. Understanding how these goals are achieved with less skilled learners is an important part of a research agenda for PBL. The evidence suggests that PBL is an instructional approach that offers the potential to help students develop flexible understanding and lifelong learning skills. 相似文献
16.
The aim of this research is to determine to what extent the postmodern pedagogic changes have reflected engineering education in Turkey. A total of 781 students were taken as a poll for this purpose. The findings showed that engineering education in Turkey is affected by the positivist philosophy and behaviourist approach. At these schools instruction focuses on mental development and depends on presentation of knowledge. Cooperation of school and industry is not functional. Instructors are pedagogically insufficient. The problem is rather that Turkish engineering schools are still continuing their education according to the Industrial Age, in Postmodern Information Age. These schools are far from graduating those engineers having the qualities of postmodern age. A reconstruction is inevitable. 相似文献
17.
Petra Lindemann‐Matthies Constantinos Constantinou Xenia Junge Karlheinz Köhler Jürgen Mayer Ueli Nagel 《Environmental Education Research》2009,15(1):17-37
In this article, we present results from an international research study on biodiversity education in pre‐service education of primary school teachers. The study was carried out between 2004–2006 in four teacher education institutions in Cyprus, England, Switzerland and Germany. We used document analyses and in‐depth interviews with 27 teacher educators and 22 student teachers to examine the integration of biodiversity into the pre‐service teacher education programmes, and the student teachers’ satisfaction with their respective education. In all teacher education institutions, aspects of biodiversity education were integrated mostly in the natural science modules which provided students at least with some information on the scientific aspects of biodiversity. Few modules included aspects of the controversial nature of biodiversity conservation in relation to economics, ethics, social and political concerns, and methodological approaches on how to deal with this. In the institutions in Cyprus, England and Germany the teaching focus was content‐oriented, whereas in Switzerland a situated method‐oriented approach was used. The student teachers in Switzerland felt more confident to teach about biodiversity in school. All interviewees thought it necessary to prepare primary school student teachers on how to address biodiversity in schools, and strategies on how best to achieve this are critically discussed. 相似文献
18.
A key aim of encouraging law students to participate in student pro bono, a form of experiential learning in legal education, is to develop their commitment to volunteer lawyering after graduation. This paper examines student pro bono in legal education in Australia and the United States. A critical review of the current approaches to student pro bono in both jurisdictions demonstrates that although student pro bono exposes students to lawyering skills, the absence of structured follow-up as part of student pro bono, results in limited changes to students’ attitudes to commit to volunteer lawyering. The benefits of adopting reflective activities as part of student pro bono are discussed. It is argued that transformative pedagogies can encourage critical consciousness and social transformation necessary for active involvement in volunteer lawyering after graduation. Teaching and learning strategies are suggested to simultaneously enhance social and personal transformation and to develop lawyering skills through student pro bono. 相似文献
19.
Laura Fogg-Rogers Fay Lewis Juliet Edmonds 《European Journal of Engineering Education》2017,42(1):75-90
ABSTRACTUndergraduate education incorporating active learning and vicarious experience through education outreach presents a critical opportunity to influence future engineering teaching and practice capabilities. Engineering education outreach activities have been shown to have multiple benefits; increasing interest and engagement with science and engineering for school children, providing teachers with expert contributions to engineering subject knowledge, and developing professional generic skills for engineers such as communication and teamwork. This pilot intervention paired 10 pre-service teachers and 11 student engineers to enact engineering outreach in primary schools, reaching 269 children. A longitudinal mixed methods design was employed to measure change in attitudes and Education Outreach Self-Efficacy in student engineers; alongside attitudes, Teaching Engineering Self-Efficacy and Engineering Subject Knowledge Confidence in pre-service teachers. Highly significant improvements were noted in the pre-service teachers’ confidence and self-efficacy, while both the teachers and engineers qualitatively described benefits arising from the paired peer mentor model. 相似文献
20.
It is necessary for teachers to consider alternative means of evaluating their students. One method proving to be effective
for gathering and organizing student productivity, growth, and development is the portfolio approach. This article describes
the Early Childhood Portfolio Assessment Preparation (ECPAP) Model that was used to facilitate the use of student portfolios
in two different early childhood education programs. The goals of the model, the six steps followed and the participants'
responses to this project are discussed. This article may serve early childhood directors and supervisors who are preparing
teachers to implement student portfolios as a supplement or an alternative to the existing assessment and evaluation programs.
Also early childhood teacher education students can benefit from the design and implementation of ECPAP. 相似文献