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Instructor expectations in a project-based undergraduate mechanical engineering classroom.

机译：基于项目的本科机械工程教室中的教师期望。

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摘要

This study was inspired by my observations of the frustrations some students experienced in an undergraduate engineering course that used student-centered projects. This study first explored how the instructor conveyed his expectations of student learning behaviors, then how students perceived these behaviors, what learning behaviors the students engaged in, and finally, why the students engaged in those behaviors. The study lasted one semester and was predominantly qualitative using interviews with the instructor and four students in the course. These interviews were transcribed, summarized and then edited into individual narratives. Three surveys were also given to the entire class throughout the semester.; The results suggested that students are open to understanding new or non-traditional instructor expectations. However, understanding these new expectations did not guarantee that students would then engage in the associated learning behaviors. Understanding why students may not choose to engage in the learning behaviors that will satisfy their instructor's expectations was the most intriguing area for future research suggested by this study. The data gathered from the students suggested that personal achievement goals and motivational factors may be linked to the learning behaviors students choose. Future research into the interactions of achievement goals, motivation, and choices of learning behaviors in the engineering classroom is encouraged.
机译：这项研究的灵感来自于我对一些学生在使用以学生为中心的工程的本科工程课程中遇到的挫折感的观察。这项研究首先探讨了讲师如何传达他对学生学习行为的期望，然后探讨了学生如何感知这些行为，学生所从事的学习行为，以及为什么学生要进行这些行为。该研究历时一个学期，主要是定性的，通过与课程中的讲师和四名学生的访谈进行。这些访谈被转录，总结，然后被编辑成单独的叙述。在整个学期中，还对整个班级进行了三项调查。结果表明，学生愿意理解新的或非传统的教师期望。但是，了解这些新期望并不能保证学生随后会从事相关的学习行为。理解为什么学生可能不选择进行能够满足老师期望的学习行为是本研究建议的最有趣的领域。从学生那里收集的数据表明，个人成就目标和动机因素可能与学生选择的学习行为有关。鼓励对工程教室中成就目标，动机和学习行为选择之间相互作用的未来研究。

著录项

  • 作者

    Jones, Theresa Louise.;

  • 作者单位

    The University of Texas at Austin.;

  • 授予单位 The University of Texas at Austin.;
  • 学科 Education Sociology of.; Education Sciences.
  • 学位 Ph.D.
  • 年度 2003
  • 页码 232 p.
  • 总页数 232
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 社会学;自然科学教育与普及;
  • 关键词

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