Evidence for the persistent effects of an intervention to mitigate gender-stereotypical task allocation within student engineering teams

著录项

• 来源
  《IEEE Frontiers in Education Conference》|2014年|1-9|共9页
• 会议地点
• 作者

  Stein Lynn Andrea; Aragon Deyna; Moreno Daniel; Goodman Jeremy;

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• 作者单位

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• 会议组织
• 原文格式 PDF
• 正文语种
• 中图分类
• 关键词

  computer aided instruction; educational courses; educational institutions; engineering computing; gender issues; colleague teaching; first-semester design course; gender-stereotypical defaults; gender-stereotypical task allocation mitigation; learning outcome improvement; persistence improvement; persistent effects; self-confidence improvement; student behaviors; student engineering project teams; student learning experience; Educational institutions; Engineering students; Resource management; Solid modeling; Teamwork; Writing; collaborative learning; gender; mastery orientation; teamwork;

  机译：计算机辅助教学;教育课程;教育机构;工程计算;性别问题;同事教学;第一学期设计课程;性别定型观念的默认设置;减轻性别定型观念的任务分配;学习成果的改进;持久性的改进;持久性效果;自信改进;学生行为;学生工程项目团队;学生学习经验;教育机构;工科学生;资源管理;实体建模;团队合作;写作;协作学习;性别;掌握方向;团队合作;