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首页> 外文会议>American Society For Engineering Education Annual Conference and Exposition >A PRELIMINARY STUDY OF CONDUCTING SEMI-STRUCTURED INTERVIEW AS METACOGNITIVE ASSESSMENT IN ENGINEERING DESIGN: ISSUES AND CHALLENGES
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A PRELIMINARY STUDY OF CONDUCTING SEMI-STRUCTURED INTERVIEW AS METACOGNITIVE ASSESSMENT IN ENGINEERING DESIGN: ISSUES AND CHALLENGES

机译：在工程设计中进行半结构性访谈作为元认知评估的初步研究：问题与挑战

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Exploring metacognitive skills in students' engineering design activities has merit for better understanding how the students deal with problem solving. This understanding will benefit the students, engineering educators, and curriculum developers. Researchers realize that metacognitive assessment is a complex endeavor that suggests the need of using data triangulation protocols. A mixed-methods approach to research is also needed to gather comprehensive and valid information about student metacognition. Among many other data collection methods, the semi-structured interview is a widely used method. The semi-structured method offers high flexibility and interaction with the students while providing a consistent framework for interviews. The objectives of this preliminary study were to investigate students' activities that reflect their metacognition, and to suggest what preparation should be undertaken during a semi-structured interview. Engineering graphics (MAE 1200) students (n=4) in the College of Engineering, at Utah State University (USU), participated in this preliminary study. Butler and Cartier's Self-Regulated Learning model was used to frame interview questions. Two graduate students in the Department of Engineering and Technology Education (ETE) conducted interview sessions to assess the participants' task interpretations, strategies, monitoring activities, and judgments about their design at the early and final stages of a design project. Participant responses were categorized and tabulated according to interview questions. The results suggest that there was a change in both task interpretation and strategy during the engineering design activity. Additionally, time constraints and skill level with the software affected student monitoring strategies in completing the design task. Most participants were satisfied with their design result. In addition, issues and challenges, as well as suggestions for conducting the semi-structured interview, are discussed in the paper.
机译：探索学生的工程设计活动中的元认知技能，更好地了解学生如何处理解决问题。这种理解将使学生，工程教育者和课程开发人员受益。研究人员意识到元认知评估是一种复杂的努力，表明需要使用数据三角测量协议。还需要一种混合方法的研究方法来收集有关学生元拍的全面和有效信息。在许多其他数据收集方法中，半结构化面试是一种广泛使用的方法。半结构化方法提供高度灵活性和与学生的互动，同时为学生提供一致的面试框架。初步研究的目标是调查学生反映其元认知的活动，并建议在半结构化访谈中应进行的准备工作。工程图形（MAE 1200）在犹他州大学（USU）的工程学院学生（n = 4）参加了这项初步研究。巴特勒和卡地亚自治学习模型用于框架面试问题。两位研究生在工程和技术教育部（ete）进行了面试会议，以评估参与者的任务解释，战略，监测活动以及在设计项目的早期和最后阶段的设计。根据面试问题，参与者的反应被分类和制表。结果表明，工程设计活动期间任务解释和战略都发生了变化。此外，随着软件的时间约束和技能级别影响完成设计任务时的学生监控策略。大多数参与者对他们的设计结果感到满意。此外，在论文中讨论了问题和挑战，以及用于进行半结构化访谈的建议。

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