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Personal Epistemology and Sophomore Civil Engineering Students

机译:个人认识论和大二成员土木工程学生

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This paper reports early findings of a larger, longitudinal study on civil engineering students' personal epistemologies. Though much research has been done in exploring student personal epistemologies in general, limited research has been done exploring student beliefs about knowing in the domain of engineering. In this study, ten sophomore-level students participated in multiple, semi-structured interviews throughout a 200-level Statics course. These interviews were analyzed for indications of change in personal epistemologies, using frameworks developed by previous personal epistemology researchers. While many of the interviewed students showed expected progression through these frameworks, others show changes not accounted for in these frameworks. We believe these fluctuations emphasize the need to explore domain-specific epistemologies and call for further research in this area. Based on our findings, we believe engineering education will benefit from a greater understanding of domain-specific personal epistemologies and student progression through established personal epistemology development frameworks. We also believe that further study of changes in students' personal epistemologies is necessary to understand epistemologies of students who do not progress as predicted through these frameworks.
机译:本文报告了对土木工程学生个人认识论的更大,纵向研究的早期发现。虽然在探索学生个人认识会上进行了很多研究,但有限的研究已经完成了在工程领域中了解的学生信仰。在这项研究中,十二生学生在200楼的统计课程中参加了多个半结构性访谈。分析了这些访谈,旨在使用以前的个人认识论研究人员开发的框架,以征召性能识别因素。虽然许多采访的学生通过这些框架显示了预期的进展,但其他学生展示了这些框架中未占该框架的变化。我们认为,这些波动强调需要探索具体领域的认识论,并在该领域呼吁进一步研究。根据我们的调查结果,我们认为工程教育将通过建立个人认识论发展框架来利用对特定于地域的个人认识位学和学生进展的更大了解。我们还认为,进一步研究学生个人认识学的变化是必要了解没有通过这些框架预测的学生的认识论。

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