Nordic journal of STEM education最新文献

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First-year engineering students’ attitudes and learning goals in calculus: A ten-year follow-up study 工程专业一年级学生对微积分的态度和学习目标：十年跟踪研究

Nordic journal of STEM education Pub Date : 2024-04-16 DOI: 10.5324/njsteme.v8i1.5044

Thea Bjørnland, A. B. Buan, V. Gynnild

{"title":"First-year engineering students’ attitudes and learning goals in calculus: A ten-year follow-up study","authors":"Thea Bjørnland, A. B. Buan, V. Gynnild","doi":"10.5324/njsteme.v8i1.5044","DOIUrl":"https://doi.org/10.5324/njsteme.v8i1.5044","url":null,"abstract":"\u0000 \u0000 \u0000This study sets out to examine engineering students’ attitudes and learning goals in a first-year mandatory calculus course. We explored how, and the extent to which, course specific goals and attitudes changed over the course of one semester. A study of learning goals and attitudes was conducted among first-year engineering students at the Norwegian University of Science and Technology in 2007, and “educationally unwelcome” trends were observed. The current follow-up study (2017) was motivated by comprehensive course revisions from 2013 through 2015, including the use of digi- tal learning resources, improved tutoring sessions and the introduction of active learning methods. Contrary to expectations, this follow-up study brings no evidence of positive impacts of the course revisions at the mean level. Some students had stable attitudes and goal orientations, while others switched to undesired territories throughout the semester in the same way as observed ten years earlier. Better integration between foundational and applied courses, and consideration of the entire teaching and learning environment, may yield more of desired attitudes and goal orientations in the first year of study. \u0000 \u0000 \u0000","PeriodicalId":478963,"journal":{"name":"Nordic journal of STEM education","volume":"31 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140695907","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: 0

Exam as an instrument for student-active learning in STEM education – An example from a reliability analysis course 将考试作为 STEM 教育中学生主动学习的工具--以可靠性分析课程为例

Nordic journal of STEM education Pub Date : 2024-02-16 DOI: 10.5324/njsteme.v8i1.5116

Jon T Selvik, E. Abrahamsen

{"title":"Exam as an instrument for student-active learning in STEM education – An example from a reliability analysis course","authors":"Jon T Selvik, E. Abrahamsen","doi":"10.5324/njsteme.v8i1.5116","DOIUrl":"https://doi.org/10.5324/njsteme.v8i1.5116","url":null,"abstract":"Exams have a powerful role in higher education typically in the form of summative assessment, where the goal is to evaluate student learning at the end of the course; to test whether the students have achieved the learning objectives. Beyond representing a final activity in the course, exams have a role in giving students exam-relevant problems to solve, and to communicate a set of standards. It can be argued that this problem-solving activity contributes to learning and will make the students better equipped to perform well on the final exam. From the teacher’s perspective, the designing of exams represents a task creating specific awareness to the course content and student capabilities. In this paper, focus is on student activity and in-depth learning, where we investigate a potential to use exams more actively in learning activities prior to the summative assessment. A way suggested in this paper and tested for a reliability analysis (probability and statistics oriented) course, is to have the students design on their own an exam set with solutions, preferably in groups. The students have access to supervision and are given feedback on their product. There is a rationale that this activity may add motivation, and results indicate a positive learning benefit from the initiative, which is also supported by feedback collected from the students in the course evaluation. Main feedback being that it makes them see problems from different perspectives and taking a more active role. Besides, the format to work together with other students on solving a low-stake but value-adding task without direct influence on their grade was appreciated. The way allows for creative thinking and reflection. It extends the traditional use of exams and represents a way in line with problem-based learning thinking.","PeriodicalId":478963,"journal":{"name":"Nordic journal of STEM education","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139960715","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: 0