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首页> 外文学位 >Exploring the experiences of female students in introductory project-based engineering courses at two- and four-year institutions.
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Exploring the experiences of female students in introductory project-based engineering courses at two- and four-year institutions.

机译：在两年制和四年制机构中，以项目为基础的工程入门课程探索女学生的经验。

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摘要

This qualitative study explored the experiential and contextual factors that shaped female students' pathways into introductory project-based engineering classes at two community colleges and one four-year institution, as well as female students' experiences within and outside of these classes. The study was framed by Social Cognitive Career Theory (SCCT) (Lent, Brown & Hackett, 1996) and Bronfenbrenner's (1979) ecological systems theory. Findings were based on analyses of data gathered through multiple methods: observations; individual interviews with female students; focus group interviews with project teams; and document collection.;The findings of this study revealed that while positive experiences with math or science were a likely pre-cursor to engineering interest, experiential learning appeared to be a more powerful force in fostering students' engineering interest. Specifically, participants developed an interest in engineering through academic, professional, and extracurricular engineering- and design-related activities that familiarized them with the tasks and skills involved in engineering work and helped them develop a sense of selfefficacy with regard to this work. Interest and self-efficacy, in turn, played a role in students' postsecondary educational decision-making processes, as did contextual factors including families and finances.;This study's findings also showed that participants' project teams were a critically important microsystem within participants' ecological environments. Within this sometimes "chilly" microsystem, female students negotiated intrateam processes, which were in some cases affected by gender norms. Intrateam processes that influenced female students' project-based learning experiences included: interpersonal dynamics; leadership; and division of labor. This study also identified several ways in which the lived experiences of participants at the community colleges were different from, or similar to, those of participants at the four-year institution. In the classroom, similarities and differences were related to projects, learning outcomes, language and time, while outside of the classroom they were primarily linked to time and peer support.;This study's findings suggest a need for expanded access to experiential learning opportunities and ongoing attention to the role of community colleges in engineering education. Study findings also point toward ways that engineering educators might attend to the intrateam processes identified, and better accommodate the needs of all students in project-based introductory courses.
机译：这项定性研究探索了在两个社区学院和一个四年制学院中，女学生进入基于项目的基础工程入门班的途径和背景因素，以及女学生在这些班级内外的经历。该研究的框架是社会认知职业理论（SCCT）（Lent，Brown＆Hackett，1996）和布朗芬布伦纳的（1979）生态系统理论。调查结果基于对通过多种方法收集的数据的分析：对女学生的个人访谈；与项目团队进行的焦点小组访谈；和这项研究的结果表明，虽然数学或科学方面的积极经验可能是工程学兴趣的先兆，但体验式学习似乎是培养学生工程学兴趣的更强大力量。具体来说，参与者通过学术，专业和课外与工程和设计相关的活动对工程学产生了兴趣，使他们熟悉工程工作中涉及的任务和技能，并帮助他们培养了这项工作的自我效能感。兴趣和自我效能感反过来在学生的中学后教育决策过程中也发挥了作用，包括家庭和财务状况在内的情境因素也是如此。该研究结果还表明，参与者的项目团队是参与者内部至关重要的微观系统。生态环境。在这个有时“寒冷”的微系统中，女学生协商了团队内部流程，在某些情况下，该流程受到性别规范的影响。影响女学生基于项目的学习经历的团队内部过程包括：人际关系动态；领导;和分工。这项研究还确定了社区学院参与者的生活经历与四年制学院参与者的生活经历不同或相似的几种方式。在课堂上，异同与项目，学习成果，语言和时间有关，而在课堂外，它们主要与时间和同伴支持有关;该研究结果表明需要扩大获得体验式学习机会和持续性的机会注意社区大学在工程教育中的作用。研究结果还指出，工程教育工作者可以参加确定的团队内部过程，并更好地适应基于项目的入门课程中所有学生的需求。

著录项

  • 作者

    Swan, Amy K.;

  • 作者单位

    University of Virginia.;

  • 授予单位 University of Virginia.;
  • 学科 Education Community College.;Womens Studies.;Education Educational Psychology.;Education Sciences.;Education Higher.
  • 学位 Ph.D.
  • 年度 2011
  • 页码 254 p.
  • 总页数 254
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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