• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >Emotion and culture in a collaborative learning environment for engineers.
【24h】

Emotion and culture in a collaborative learning environment for engineers.

机译：面向工程师的协作学习环境中的情感和文化。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

The extensive body of research on emotion and culture has identified both commonalities and variation in the expression and experience of emotion across cultures. In addition, social constructivist views of emotion suggest that some features of the expression and experience of emotion are defined by culture-specific rules of behavior. This suggests that individuals who interact with members of a culture different from their own may encounter misunderstandings or miscommunications due to differences in culture-specific rules that govern some aspects of emotion messages. A smaller subset of the research on emotion and culture has looked at emotion in the context of real-life interactions between members of different cultural groups. In particular, there is a small body of work that looks at emotion in culturally diverse work groups. The present study adds to this body of research by looking specifically at emotion in the context of a culturally diverse collaborative learning environment in an undergraduate engineering class.; Collaborative work sessions were videotaped and a stimulated recall and narrative retelling methodology were used to interview student participants about their emotions during the work sessions and their feelings about collaborative learning. An instructor interview was also conducted. A grounded theory approach was used for data analysis. Results indicate that the problem-solving culture of the engineering students had a greater influence on the students' emotional experiences during the collaborative work sessions and on their feelings about collaborative learning than did individual cultural differences among students. Implications for engineering education and teaching English as a Second Language are discussed.
机译：关于情感和文化的广泛研究已经确定了跨文化的情感表达和体验的共性和差异。此外，社会建构主义对情感的看法表明，情感表达和体验的某些特征是由特定于文化的行为规则所定义的。这表明，与特定文化成员互动的个人可能会因支配情感信息某些方面的特定文化规则的差异而遭受误解或误解。关于情感和文化的一小部分研究是在不同文化群体成员之间的现实互动中研究情感的。特别是，只有一小部分工作着眼于不同文化的工作组中的情感。本研究通过在本科工程班级中，在多元文化的协作学习环境中专门研究情感，从而增加了这一研究范围。录制了协作工作会议的录像，并使用刺激的回忆和叙事重述方法采访了学生参与者在工作会议期间的情绪以及对协作学习的感受。还进行了一次教练面试。扎根的理论方法用于数据分析。结果表明，与学生之间的个体文化差异相比，工科学生的解决问题文化对他们在协作工作会议上的情感体验以及他们对协作学习的感觉的影响更大。讨论了工程教育和英语作为第二语言的教学意义。

著录项

  • 作者

    Wells, Terri Lynn.;

  • 作者单位

    The University of Texas at Austin.;

  • 授予单位 The University of Texas at Austin.;
  • 学科 Education Language and Literature.; Language Linguistics.; Engineering General.
  • 学位 Ph.D.
  • 年度 2005
  • 页码 238 p.
  • 总页数 238
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 语言学;工程基础科学;
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号