A Multivariate Examination of Active and Interactive Learning and Student Engagement in Post-Secondary Engineering Energy Science Classrooms: The 'Why' of Instructional Strategy Use

机译：高等工程能源科学课堂主动和互动学习和学生参与的多元审查：教学战略使用的“为什么”

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Recent national STEM initiatives have shifted research focus from the development of instructional innovations to the examination of change processes and implementation of research based instructional strategies. Emphasis has been placed on adoption of instructional strategies and how they are implemented, especially in engineering science courses at the core of engineering curriculum. Unfortunately, little has been done to examine the multivariate relationship among instructional strategies, active and interactive learning, and student engagement in post-secondary engineering energy science courses. Successful implementation of instructional strategies hinges not only on the how, but also the why and for what purpose. The current study provides evidence for the complex, multivariate relationship among eight instructional strategies, active and interactive learning, and multiple forms of student engagement in post-secondary engineering energy science courses. Results have implications for the specific use of instructional strategies to promote different forms of engagement and learning. This material is based upon work supported by the National Science Foundation under Grant No. 1245018.

机译：最近的国家干期举措已经转移了研究重点，从教学创新发展到审查变革进程和基于研究的教学战略的实施。重点是通过教学战略以及如何实施，特别是在工程课程核心的工程科学课程中。不幸的是，很少有人努力检查教学战略，积极和互动学习的多元关系，以及中学后工程能源科学课程的学生参与。成功实施教学策略不仅涉及如何，也是为什么和宗旨。目前的研究提供了八个教学战略，积极和互动学习的复杂，多元关系的证据，以及二级工程能源科学课程中的多种形式学生参与。结果对教学策略的具体使用有影响，以促进不同形式的参与和学习。该材料基于国家科学基金会在批准号1245018提供的工作基础上。

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《American Society for Engineering Education Annual Conference and Exposition》|2017年|18181-18930 p.|共16页
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Jonathan C. Hilpert;
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A Multivariate Examination of Active and Interactive Learning and Student Engagement in Post-Secondary Engineering Energy Science Classrooms: The 'Why' of Instructional Strategy Use

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