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首页> 外文会议>American Society for Engineering Education Annual Conference and Exposition >Student Perceptions on Learning - Inside and Outside Classrooms Miss Sreyoshi Bhaduri, Virginia Polytechnic and State University
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Student Perceptions on Learning - Inside and Outside Classrooms Miss Sreyoshi Bhaduri, Virginia Polytechnic and State University

机译：关于学习的学生看法 - 教室里面和外部教室Sreyoshi Bhaduri，弗吉尼亚理工学院和州立大学

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Research show that engineering students need to develop more accurate conceptual understanding. Doing so requires the motivation to engage in the difficult work of developing conceptual understanding which often requires more effective learning strategies than those that students currently use. Although prior studies have attributed learning to motivation based on theories for interest, relatedness, usefulness, or changes over time, we wanted to approach our data from a more open and emergent standpoint, and have our findings grounded in the views of our participants. In this research study we wanted to understand student learning in settings such as those related to hobbies, sports, or other interests for which students describe having engaged in the activity of learning and compare our findings to learning in academic settings. We analyzed transcripts from semi-structured interviews with 17 engineering students. The interview was part of a larger study to understand engineering specific learning strategies. We see similarities in the behavioristic approach to learning through practice and reward in both the settings. However, important to note are the differences in learning in the two settings. We have described how engineering students often seem to value the coach or expert as a role model in non-academic settings, however not many students seemed to equate faculty or academic coaches to serve as possible role models. Multiple students mentioned technology in helping them understand techniques and principles outside the classroom. However, the role of technology to aid in learning for concepts relevant inside the classroom was only highlighted by two participants. We believe that the findings from this research can inform engineering educators on successful strategies employed by engineering students in non-academic settings, and this in turn may be useful to incorporate in academic settings to improve student engagement and hence conceptual understanding.
机译：研究表明，工程学生需要开发更准确的概念理解。这样做需要动力参与发展概念理解的艰难工作，这通常需要比学生目前使用的更有效的学习策略。虽然事先研究已经归因于基于感兴趣的理论，相关性，有用性或变化的理论，但我们希望从更开放和紧急的角度接近我们的数据，并让我们的研究结果在我们的参与者的意见中。在这项研究中，我们希望了解学生在学习的环境中学习，例如与学生描述在学习活动的活动和学习活动中进行学习活动的兴趣爱好，运动或其他兴趣相关的环境中的学生。我们分析了与17名工程学生的半结构化访谈的成绩单。面试是了解工程特定学习策略的更大研究的一部分。我们看到在所有设置中通过实践和奖励学习的行为方法的相似之处。但是，重要的是要注意的是两个设置中学习的差异。我们描述了工程学生如何似乎将教练或专家重视非学术环境中的榜样，然而，并不是许多学生似乎等同于教职员工或学术教练，以尽可能地担任可能的榜样。多个学生提到了帮助他们理解教室外的技术和原则的技术。然而，两位参与者突出了技术帮助学习课堂内有关的概念的作用。我们认为，这项研究的调查结果可以向工程教育者通知工程学生在非学术环境中雇用的成功策略，这反过来可能是在学术环境中纳入学生参与的有用，以改善学生参与，因此是概念的理解。

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