特邀编辑特刊：工程中数学密集型概念的概念学习

IF 2.1 2区工程技术 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

IEEE Transactions on Education Pub Date : 2024-08-08 DOI:10.1109/TE.2024.3416649

Shannon Chance;Farrah Fayyaz;Anita L. Campbell;Nicole P. Pitterson;Sadia Nawaz

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引用次数: 0

摘要

理解数学对于学习工程学的许多概念至关重要。工程学的概念学习要求学生成功地将抽象概念和具体概念联系起来，以达到对所学内容的连贯理解。一旦学生能够成功地解释概念、使用概念，并从所学概念中创造出新的知识，教育者就可以观察到概念学习 "已经发生"[1]。此外，学生在定性和定量方面理解描述各种工程过程和现象的数学方程和计算的能力，对于工程学中许多课程的概念学习都是必要的。

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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Guest Editorial Special Issue on Conceptual Learning of Mathematics-Intensive Concepts in Engineering

Understanding mathematics is essential for learning many concepts in engineering. Conceptual learning of engineering requires students to successfully connect abstract and concrete concepts to achieve a cohesive understanding of the content, and doing so goes beyond memorizing facts and applying formulas. Educators can observe that conceptual learning “has happened” once a student is able to successfully explain the concept, use the concept, and create new knowledge from the learned concept [1] . Moreover, a student’s ability to understand, both qualitatively and quantitatively, the mathematical equations and computations that describe various engineering processes and phenomena is necessary for the conceptual learning of many courses in engineering.

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来源期刊

IEEE Transactions on Education 工程技术-工程：电子与电气

CiteScore

5.80

自引率

7.70%

发文量

审稿时长

1 months

期刊介绍： The IEEE Transactions on Education (ToE) publishes significant and original scholarly contributions to education in electrical and electronics engineering, computer engineering, computer science, and other fields within the scope of interest of IEEE. Contributions must address discovery, integration, and/or application of knowledge in education in these fields. Articles must support contributions and assertions with compelling evidence and provide explicit, transparent descriptions of the processes through which the evidence is collected, analyzed, and interpreted. While characteristics of compelling evidence cannot be described to address every conceivable situation, generally assessment of the work being reported must go beyond student self-report and attitudinal data.