Understanding the relationship between idea contributions and idea enactments in student design teams: A social network analysis approach

IF 3.9 2区 工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH
Trevion S. Henderson
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引用次数: 0

Abstract

Background

Existing research has demonstrated that student characteristics, such as race/ethnicity, sex, and personal beliefs about engineering knowledge, shape students' experiences in ill-structured problem-solving, such as engineering design, where ideas must be communicated, negotiated, and selected in complex social processes.

Purpose

The purpose of this research was to examine the how student characteristics, such as race/ethnicity, sex, and epistemological beliefs, are associated with patterns of idea contributions and ideas enactments in collaborative project teams.

Method

In this article, I use the multilayer exponential random graph model (ERGM) for examining multiple complex social relationships simultaneously. Drawing on survey data from a study of engineering student teamwork, this research examines the relationship perceptions of idea contributions (layer 1) and idea enactments (layer 2) in collaborative project teams.

Results

Results indicated no sex differences in the perceptions of idea contributions and enactments in student design teams. However, underrepresented minority students and Asian America/Pacific Islander students were reported as less frequently having their ideas enacted. Further, epistemological beliefs similarity effects were a significant predictor on the idea contribution layer, and epistemological beliefs sociality effects were significant on the idea enactments layer.

Conclusion

Achieving equity in teamwork pedagogies requires understanding the dynamic social processes that shapes patterns of participation in student teams. This research demonstrates the power of social networks methodologies for modeling teamwork processes, pointing specifically to the ways that student characteristics are associated with perceptions shape idea contributions and enactments in student teams.

了解学生设计团队中创意贡献与创意实施之间的关系:社会网络分析方法
背景 现有研究表明,学生的种族/民族、性别和对工程知识的个人信念等特征,会影响学生在非结构化问题解决(如工程设计)过程中的体验,而在非结构化问题解决过程中,想法必须在复杂的社会过程中进行交流、协商和选择。 目的 本研究旨在探讨学生的种族/民族、性别和认识论信念等特征如何与合作项目团队中的想法贡献和想法形成模式相关联。 方法 在本文中,我使用了多层指数随机图模型(ERGM)来同时研究多种复杂的社会关系。本研究利用工程专业学生团队合作研究的调查数据,考察了合作项目团队中想法贡献(第 1 层)和想法实施(第 2 层)的关系认知。 结果 结果表明,在学生设计团队中,对创意贡献和创意实施的认知没有性别差异。然而,据报告,代表性不足的少数族裔学生和亚裔美国人/太平洋岛民学生的想法被采纳的频率较低。此外,认识论信念的相似性效应对创意贡献层有显著的预测作用,认识论信念的社会性效应对创意实施层有显著的预测作用。 结论 要在团队合作教学法中实现公平,就必须了解形成学生团队参与模式的动态社会过程。这项研究证明了社会网络方法对团队合作过程建模的强大作用,并特别指出了学生特征与学生团队中的观点贡献和观点形成相关联的方式。
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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来源期刊
Journal of Engineering Education
Journal of Engineering Education 工程技术-工程:综合
CiteScore
12.20
自引率
11.80%
发文量
47
审稿时长
>12 weeks
期刊介绍: The Journal of Engineering Education (JEE) serves to cultivate, disseminate, and archive scholarly research in engineering education.
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