Work in progress: How differences in student motivation characterize differences between engineering disciplines

Adam Kirn, Beshoy Morkos, L. Benson
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引用次数: 8

Abstract

The limited impact of many engineering education reforms may be due in part to treating engineering as a single monolithic discipline. We are using student motivation to characterize differences in engineering majors in order to inform educational practices and differences in student learning. Here we report on differences in student attitudes towards their engineering majors, elucidated through the use of survey data collected from first year students and longitudinal data on their majors 2 years later. We provide a detailed picture of the complexity of the engineering population, which will help direct more in-depth qualitative research to examine possible correlations between student motivation and learning in different engineering majors.
正在进行的工作:学生动机的差异如何表征工程学科之间的差异
许多工程教育改革的影响有限,部分原因可能是将工程视为一门单一的学科。我们使用学生动机来描述工程专业的差异,以便为教育实践和学生学习的差异提供信息。在这里,我们报告了学生对工程专业态度的差异,通过使用从一年级学生收集的调查数据和两年后对他们专业的纵向数据来阐明。我们提供了工程人口复杂性的详细图片,这将有助于指导更深入的定性研究,以检查不同工程专业学生动机和学习之间可能的相关性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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