Everyday engineering: The effects of transformative experience in middle school engineering

IF 3.9 2区 工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH
Benjamin C. Heddy, Robert W. Danielson, Kelly Ross, Jacqueline A. Goldman
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引用次数: 1

Abstract

Background

Promoting engagement and motivation in early engineering experiences is important for fostering interest and retention in engineering. One method that has been effective for doing so is facilitating transformative experiences (TEs), which occurs when students apply academic content to everyday experience. Our goal was to explore the effectiveness of an intervention to encourage TE, positive emotions, and interest in middle school engineering courses in two differentially resourced schools.

Purpose/Hypothesis

We explored the effectiveness of using the video software Flipgrid as a supplement to a TE intervention to impact TE, emotions, and interest. In addition, we sought to model a theorized predictive relationship between TE, emotions, and interest.

Design/Method

Two hundred seventy-four engineering students across two middle schools with differing levels of resources participated. A cluster-randomized pretest–posttest survey design was used to explore the variables of interest. ANOVA and SEM were implemented to investigate the research questions and hypotheses.

Results

We found mixed results, with the intervention facilitating significantly more TEs and maintaining high levels of positive emotions in a school with access to fewer resources. Furthermore, in alignment with hypotheses about interest development (Renninger and Su, Oxford handbook of human motivation 2012; pp. 167–187), the results showed that initial positive and negative emotions predicted initial interest and post-TE. However, only post-positive emotions and post-TE predicted post-interest. Negative emotions after the intervention did not predict post-intervention interest.

Conclusions

The findings have theoretical implications for interest development and practical implications for targeted interventions in early engineering education, especially for schools with access to fewer resources.

日常工程:中学工程变革经验的影响
背景促进早期工程经验的参与和动机对于培养对工程的兴趣和保留很重要。一种有效的方法是促进变革体验(TE),当学生将学术内容应用于日常体验时,就会发生这种情况。我们的目标是探索干预措施的有效性,以鼓励TE、积极情绪和对两所资源不同的学校的中学工程课程的兴趣。目的/假设我们探讨了使用视频软件Flipgrid作为TE干预的补充来影响TE、情绪和兴趣的有效性。此外,我们试图对TE、情绪和兴趣之间的理论预测关系进行建模。设计/方法来自两所不同资源水平的中学的274名工科学生参加了此次活动。采用整群随机前测-后测调查设计来探索感兴趣的变量。采用方差分析和扫描电镜对研究问题和假设进行了调查。结果我们发现结果喜忧参半,在资源较少的学校,干预措施显著促进了更多的TE,并保持了高水平的积极情绪。此外,与关于兴趣发展的假设一致(Renninger和Su,牛津人类动机手册2012;第167–187页),结果表明,最初的积极和消极情绪预测了最初的兴趣和后TE。然而,只有后积极情绪和后TE预测后兴趣。干预后的负面情绪不能预测干预后的兴趣。结论研究结果对早期工程教育的兴趣发展具有理论意义,对有针对性的干预措施具有实际意义,尤其是对资源较少的学校。
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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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