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A New Tool to Assess the Value of Active and Problem-Based Learning in Enhancing Engineering Student Self-Efficacy

机译：一种新工具，以评估积极与问题的学习在提高工程学生自我效能的情况下的价值

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摘要

Self-efficacy, or belief in one's own ability to learn, is a key predictor of success for engineering students. I have developed and evaluated a scenario-based, task-specific on-line assessment instrument, the Self-Efficacy Assessment Survey (SEAS), and evaluated its use for pre- and post-assessment of students in a first year Introduction to Engineering course. Through a combination of the SEAS and other quantitative and qualitative assessment tools, incorporation of problem-based and active learning activities are found to enhance student self-belief in their ability to learn engineering-related material and accomplish certain engineering-related tasks. Use of scenario-based questions to measure student confidence levels (as has been done in the SEAS) provides a unique mechanism to gain insight into student self-efficacy, though questions must be carefully designed to limit the impact of extraneous factors on student responses.
机译：自我效能，或对自己的学习能力的信念，是工程学生成功的关键预测因素。我已经开发并评估了基于方案，特定的任务在线评估文书，自我效能评估调查（SEA），并评估了在第一年的工程课程介绍中的学生预先评估和后期评估。通过海洋和其他定量和定性评估工具的组合，发现基于问题和积极的学习活动的纳入学生自信，以学习与学习工程有关的材料并完成某些与工程相关的任务的能力。使用基于情景的问题来衡量学生的信任水平（正如在海上所做的那样）提供了一个独特的机制，以获得学生自我效能的洞察力，尽管必须仔细设计问题以限制外来因素对学生反应的影响。

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