European Journal of Engineering Education最新文献_第8页

‘Treading the no woman’s land’: the gender-STEM dynamics in higher education in premier institutions of India “踏上无人区”：印度顶尖院校高等教育中的性别STEM动态

IF 2.3

European Journal of Engineering Education Pub Date : 2023-02-01 DOI: 10.1080/03043797.2023.2168518

S. Maji, Sharmili Mitra, M. Asthana

{"title":"‘Treading the no woman’s land’: the gender-STEM dynamics in higher education in premier institutions of India","authors":"S. Maji, Sharmili Mitra, M. Asthana","doi":"10.1080/03043797.2023.2168518","DOIUrl":"https://doi.org/10.1080/03043797.2023.2168518","url":null,"abstract":"ABSTRACT\u0000 The gender dimension of Science, Technology, Engineering and Mathematics (STEM) has intrigued social scientists for a long time. Although in India, women’s entry to STEM higher education has been improving over the last few decades, the reality of premier institutions remains broadly unaltered. The current qualitative research was an attempt: (a) to explore the career-selection-related decision-making, (b) to detect whether gendered processes are evident in STEM research laboratories, and (c) to explore the psychological effects of gendered processes among female doctoral/postdoctoral researchers. This qualitative study relied on in-depth interviews with twenty female STEM academics pursuing doctoral or postdoctoral research in ten premier Indian institutions. A hybrid of theoretical and inductive thematic analysis has been used to analyse the qualitative data. The results revealed that the combination of individual (interest and self-efficacy) and contextual factors (parental support and role models) had impacted the researchers’ decision to select and pursue higher studies in STEM. Furthermore, the current research shows that higher studies in STEM are characterised by the four defining features of gendering, i.e., gendered division of labour, gendered symbols, gendered identity, and gendered interactions (Acker, 1990). Gendering in STEM has led to self-doubt and diminished sense of belonging among the researchers.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"48 1","pages":"422 - 447"},"PeriodicalIF":2.3,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46867992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

What Spanish ICT employers want: before and a decade after the introduction of the EHEA 西班牙信息通信技术雇主想要的:在EHEA引入之前和十年之后

IF 2.3

European Journal of Engineering Education Pub Date : 2023-01-03 DOI: 10.1080/03043797.2022.2162861

Ariadna Llorens, Joana Prat, Katarina Pažur Aničić

引用次数: 0

Student perceptions of remote learning transitions in engineering disciplines during the COVID-19 pandemic: a cross-national study 在COVID-19大流行期间，学生对工程学科远程学习转变的看法:一项跨国研究

IF 2.3

European Journal of Engineering Education Pub Date : 2023-01-02 DOI: 10.1080/03043797.2022.2080529

A. Behera, Ricardo Alves de Sousa, V. Oleksik, Jingyan Dong, D. Fritzen

{"title":"Student perceptions of remote learning transitions in engineering disciplines during the COVID-19 pandemic: a cross-national study","authors":"A. Behera, Ricardo Alves de Sousa, V. Oleksik, Jingyan Dong, D. Fritzen","doi":"10.1080/03043797.2022.2080529","DOIUrl":"https://doi.org/10.1080/03043797.2022.2080529","url":null,"abstract":"ABSTRACT This study captures student perceptions of the effectiveness of remote learning and assessment in two associated engineering disciplines, mechanical and industrial, during the COVID-19 pandemic in a cross-national study. A structured questionnaire with 24 items on a 5-point Likert scale was used. Parallel and exploratory factor analyses identified three primary subscales. The links between student perceptions and assessment outcomes were also studied. There was a clear preference for face-to-face teaching, with the highest for laboratories. Remote live lectures were preferred over recorded. Although students found the switch to remote learning helpful, group work and communication were highlighted as concern areas. Mean scores on subscales indicate a low preference for remote learning (2.23), modest delivery effectiveness (3.05) and effective digital delivery tools (3.61). Gender effects were found significant on all subscales, along with significant interactions with university and year-group. Preference for remote delivery of design-based modules was significantly higher than others.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"48 1","pages":"110 - 142"},"PeriodicalIF":2.3,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45805500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

The retention of information in virtual reality based engineering simulations 基于虚拟现实的工程仿真中的信息保留

IF 2.3

European Journal of Engineering Education Pub Date : 2023-01-02 DOI: 10.1080/03043797.2022.2160968

J. Motejlek, E. Alpay

引用次数: 1

Using voluntary laboratory simulations as preparatory tasks to improve conceptual knowledge and engagement 将自愿实验室模拟作为准备任务，以提高概念知识和参与度

IF 2.3

European Journal of Engineering Education Pub Date : 2022-12-26 DOI: 10.1080/03043797.2022.2160969

P. Coleman, Anesa Hosein

引用次数: 0

What makes entrepreneurial learning difficult: cognitive conflicts or cultural clashes? 是什么让创业学习变得困难:认知冲突还是文化冲突?

IF 2.3

European Journal of Engineering Education Pub Date : 2022-12-11 DOI: 10.1080/03043797.2022.2154196

Oskar Hagvall Svensson

引用次数: 1

Use of virtual labs to support demand-oriented engineering pedagogy in engineering technology and vocational education training programmes: a systematic review of the literature 使用虚拟实验室来支持工程技术和职业教育培训计划中以需求为导向的工程教学法:对文献的系统回顾

IF 2.3

European Journal of Engineering Education Pub Date : 2022-11-08 DOI: 10.1080/03043797.2022.2141610

Kristin K. Frady

{"title":"Use of virtual labs to support demand-oriented engineering pedagogy in engineering technology and vocational education training programmes: a systematic review of the literature","authors":"Kristin K. Frady","doi":"10.1080/03043797.2022.2141610","DOIUrl":"https://doi.org/10.1080/03043797.2022.2141610","url":null,"abstract":"ABSTRACT\u0000 Virtual labs offer the promise of increasing and expanding learning opportunities, yet more needs to be understood about pedagogical implementation in higher education settings particularly within engineering technology (ET), vocational education and training (VET), and related sub-baccalaureate programmes. There is little empirical research on educational efficacy and pedagogical incorporation of virtual labs focusing on ET and VET programmes and students. The purpose of this systematic review is to synthesise the use of virtual labs in ET and VET programmes, provide a comprehensive state of knowledge on pedagogical integration, and identify key characteristics. This work will support a greater understanding of the use of virtual labs in ET and VET programmes. An empirically based understanding supports postsecondary sub-baccalaureate engineering education pedagogy including scientific, social, student, and economic perspectives. These perspectives lead to research recommendations and implications specifically for ET and VET programmes integrating virtual labs.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"48 1","pages":"822 - 841"},"PeriodicalIF":2.3,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48257501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

If I ignore it, maybe it will go away: how Russian engineering students perceive the gender inequality issue 如果我忽略它，也许它会消失：俄罗斯工程学生如何看待性别不平等问题

IF 2.3

European Journal of Engineering Education Pub Date : 2022-11-02 DOI: 10.1080/03043797.2023.2169107

N. Maloshonok, K. Vilkova, I. Shcheglova

引用次数: 0

PBL in the space-time continuum for engineering education 工程教育时空连续体中的PBL

IF 2.3

European Journal of Engineering Education Pub Date : 2022-11-02 DOI: 10.1080/03043797.2022.2149388

O. I. Higuera-Martínez, G. E. Corazza, Liliana Fernández-Samacá

{"title":"PBL in the space-time continuum for engineering education","authors":"O. I. Higuera-Martínez, G. E. Corazza, Liliana Fernández-Samacá","doi":"10.1080/03043797.2022.2149388","DOIUrl":"https://doi.org/10.1080/03043797.2022.2149388","url":null,"abstract":"ABSTRACT This article presents how Problem- and Project-Based Learning (PBL) in engineering education can exploit the theoretical framework of the Space–Time (ST)-Continuum, according to which educational contexts can be classified in terms of the tightness vs. looseness of the relevant conceptual space S and available time T. By crossing these two dimensions, four quadrants are obtained in the ST-Continuum: tight space and tight time, loose space and tight time, tight space and loose time, loose space and loose time. Different pedagogies are adaptive to different quadrants. We show how PBL can be mapped onto the ST-Continuum depending on the context characteristics or the chosen problem or project. Further, this article discusses how the intelligence and creativity constructs can be developed through diverse educational scenarios, giving examples of PBL interventions that can be located in different quadrants. Moreover, the analysis shows how through suitable planning, it is possible to have educational activities that consider all the quadrants of the ST-Continuum, even in traditional education curricula or teacher-centered approaches. Finally, the article discusses how teaching practices can promote intelligence and creativity in the curricula at different PBL organisational levels depending on their relationship with the ST-Continuum.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"47 1","pages":"1260 - 1277"},"PeriodicalIF":2.3,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46428425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

A suite of measures for children’s achievement beliefs in engineering-related activities and skills 一套衡量儿童在工程相关活动和技能方面的成就信念的措施

IF 2.3

European Journal of Engineering Education Pub Date : 2022-11-02 DOI: 10.1080/03043797.2023.2169600

Lorey A. Wheeler, C. Miller, Donna Chen, Bobbi Woods, M. Reisslein

{"title":"A suite of measures for children’s achievement beliefs in engineering-related activities and skills","authors":"Lorey A. Wheeler, C. Miller, Donna Chen, Bobbi Woods, M. Reisslein","doi":"10.1080/03043797.2023.2169600","DOIUrl":"https://doi.org/10.1080/03043797.2023.2169600","url":null,"abstract":"ABSTRACT In the interest of understanding choices related to achievement, persistence, and performance that inform pursuit of careers in science, technology, engineering, and math, the current research pursued a novel approach to asking young children about their beliefs related to engineering. The Engineering-Related Activities and Skills (ERAS) items were developed to use instead of the term ‘engineering’ to measure children’s achievement-related ability beliefs (competence) and subjective task values (importance, interest). A range of methods across three studies were implemented in the development and assessment of evidence related to the internal structure of the ERAS items across the domains of ability beliefs and subjective task values (N = 949 students). Results suggest initial evidence for the ERAS items being valid in measuring children’s perceptions of engineering-related competence, importance, and interest. Theoretical and practical implications related to the factors that influence the academic and career choices in the science, technology, engineering, and math (STEM) fields, as well as future directions are outlined.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"47 1","pages":"1335 - 1355"},"PeriodicalIF":2.3,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59341151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2