Developing technical report writing skills in first and second year engineering students: a case study using self-reflection

IF 2.5 Q1 Social Sciences

Higher Education Pedagogies Pub Date : 2020-01-01 DOI:10.1080/23752696.2019.1710550

R. Selwyn, I. Renaud-Assemat

引用次数: 11

Abstract

ABSTRACT Technical writing skills are vital to professional engineers, but many engineering students find them difficult to master. This paper presents a case study carried out among ~300 first and second year engineering students who had little previous experience in technical writing. The aim was to support them to write better technical reports. Students were asked to write an 800-word report following an experimental laboratory and to include written reflection on their work. This improved writing skills (as measured by mark awarded and by questionnaires completed by students before and after the activity) by encouraging self-regulation and had the additional benefit that students were more satisfied with and engaged with the feedback they received on their work.

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工程系一、二年级学生技术报告写作能力的培养——基于自我反思的个案研究

技术写作技能对专业工程师来说是至关重要的，但许多工程专业的学生发现他们很难掌握。本文以约300名一、二年级的工科学生为研究对象，这些学生几乎没有技术写作的经验。目的是帮助他们写出更好的技术报告。学生们被要求在实验结束后写一篇800字的报告，并对他们的工作进行书面反思。通过鼓励自我调节，这提高了写作技巧(通过得分和学生在活动前后完成的问卷来衡量)，并有额外的好处，即学生对他们收到的工作反馈更满意，更投入。

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

Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.70

自引率

4.00%

发文量

审稿时长

13 weeks

期刊介绍： The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.