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引用次数: 0
摘要
本研究探讨了学生对使用系统建模(SM)教学策略的看法和主要学习成果。具体而言,研究试图了解学生对使用系统建模来提高概念和应用知识以及解决问题和系统思维能力的看法和经验。本研究采用定性探究的方法来深入了解工科学生的经验。数据收集采用了半结构式访谈和学生作品,包括问题解决调查和建模图。总体而言,研究结果表明,SM 方法对学生的学习成果产生了良好的影响。访谈数据中出现了七大主题,包括问题诊断、相互联系、线性、外部表征、整体性、有组织的问题解决方法和系统过程。问题解决清单调查反馈表明,参与者认为 SM 方法提高了他们解决问题的能力。此外,模型图分析表明,在采用 SM 策略后,所有参与者的系统思维能力都有适度提高。本文介绍了这些研究结果以及对工程教育的教学意义。
System modelling: Exploring engineering students perceptions and learning outcomes
This study explored the students' perceptions and key learning outcomes with the use of system modelling (SM) instructional strategy. Specifically, the study sought to understand students' perceptions and experiences with the use of SM in enhancing their conceptual and application knowledge, as well as problem-solving and system thinking skills. The study employed a qualitative inquiry approach to gain insight into engineering students' experiences. Data were collected using semi-structured interviews and students' artefacts, including problem-solving surveys and modelling diagrams. Overall, the findings indicated promising effects of the SM approach on students' learning outcomes. Seven major themes emerged from the interview data, including problem diagnosis, interconnection, linearity, external representation, wholeness, organized problem-solving approach and systematic process. The problem-solving inventory survey responses indicated that participants believed that the SM approach enhanced their problem-solving skills. Furthermore, the model diagram analysis suggested that all participants showed moderate gain in system thinking skills after the SM strategy. This paper presents these findings and the pedagogical implications for engineering education.
期刊介绍:
Systems Research and Behavioral Science publishes original articles on new theories, experimental research, and applications relating to all levels of living and non-living systems. Its scope is comprehensive, dealing with systems approaches to: the redesign of organisational and societal structures; the management of administrative and business processes; problems of change management; the implementation of procedures to increase the quality of work and life; the resolution of clashes of norms and values; social cognitive processes; modelling; the introduction of new scientific results, etc. The editors especially want manuscripts of a theoretical or empirical nature which have broad interdisciplinary implications not found in a journal devoted to a single discipline.