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Concepts in roundabout resources: A comparison between academic and practical text using content analysis

机译：环形交叉路口资源的概念：使用内容分析的学术与实用文本的比较

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Through the analysis of textual resources in reference to roundabout design, researchers explored possible differences in context presented in academic and practice-based resources through comparison of use and representation of engineering concepts. Researchers completed a content analysis of academic resources (i.e. textbooks) and field-collected, workplace resources (i.e. state and federal design guidelines and standards). Using engineering concepts (i.e. "sight distance," "superelevation," etc.) as units of analysis, researchers compared these two forms of material resources according to the prevalence of engineering concepts utilized, types of inscriptions utilized in concert with the concepts, structural differences in the layout of the resources, and differences in meaning associated with word usage in the two different forms of texts. Initial findings indicate suggestive (but inconclusive evidence) of a difference in use of visual representations in the texts. In regards to use and representation of engineering concepts, concepts descriptive of geometric elements of roundabouts were equally prevalent in both types of resources. Overall, there existed suggestive, but inconclusive evidence, in a difference in density of use of words relating to transportation engineering concepts between the two types of textual resources. The most interesting outcome of the analysis of data is the apparent different functions of auxiliary verbs between the sources in communicating information regarding design of roundabouts. This research explores textual resources from a situated learning lens allowing identification of concepts that are relevant to engineers as they design a specific transportation facility. It also initiates the identification of contexts relevant to the day-to-day work of practicing engineers. Students are viewed as "newcomers" as they transition from academia to industry and are poised to learn and be mentored by "old timers" through firsthand and secondhand experiences. As such, newcomers tend to learn via the perspective of their mentors, and- as cited by studies of newcomers to industry - they may not utilize their academic resources in the same way or even at all as they make their transitions to the workplace. By comparing the types of resources relevant to newcomers' experiences, and in particular, differences in the ways concepts are presented and the discourse emergent within the text, the gap between academia and practice may be better bridged.
机译：通过分析文本资源参考环形交叉路口设计，研究人员通过对工程概念的使用和代表的比较来探讨基于学术和实践的资源中的上下文的可能差异。研究人员完成了学术资源的内容分析（即教科书）和现场收集的工作场所资源（即状态和联邦设计指南和标准）。使用工程概念（即“瞄准距离”，“超级距离”等）作为分析单位，根据工程概念的普遍存在，研究人员比较了这两种形式的材料资源，与概念一起使用的铭文类型的铭文，结构资源布局的差异，以及两种不同形式文本中的单词使用相关的含义的差异。初始发现表明了在文本中使用视觉表现的差异的暗示（但不确定的证据）。关于工程概念的使用和表示，描述了环形交叉路口几何元素的概念在两种类型的资源中同样普遍。总体而言，存在暗示，但不确定的证据，其使用与运输工程概念有关两种类型的文本资源的单词的使用密度。数据分析的最有趣结果是传播关于环形交叉路口设计信息的源之间的辅助动词的明显不同功能。该研究探讨了来自位于定位学习镜头的文本资源，允许识别与工程师相关的概念，因为它们设计了特定的运输设施。它还启动了与练习工程师的日常工作相关的语境的识别。学生被视为“新人”，因为他们从学术界到行业的转变，并通过第一手和二手经历学习并受到“旧计时器”的学习。因此，新人倾向于通过他们的导师的角度来学习，并且通过对行业的新人的研究引用 - 他们可能无法以同样的方式使用他们的学术资源，或者甚至它们使其过渡到工作场所。通过比较与新人经验相关的资源类型，特别是概念的概念的差异以及文本内的话语，学术界与实践之间的差距可能会更好地桥接。

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