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首页> 外文期刊>International Journal of STEM Education >Examining study habits in undergraduate STEM courses from a situative perspective
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Examining study habits in undergraduate STEM courses from a situative perspective

机译：从情境角度检查本科STEM课程的学习习惯

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Abstract Background A growing body of research in cognitive psychology and education research is illuminating which study strategies are effective for optimal learning, but little descriptive research focuses on how undergraduate students in STEM courses actually study in real-world settings. Using a practice-based approach informed by situated cognition theory, we analyzed data from 61 STEM students about their study habits. Results Results indicate that studying is a multi-faceted process that is initiated by instructor- or self-generated cues, followed by marshaling resources and managing distractions, and then implementing study behaviors that include selecting a social setting and specific strategies. Variations in some study behaviors are also evident according to the timing of their studying (e.g., cramming), course level, discipline, and social setting. Three cases of individual student practices reveal how studying is also shaped by how the course is designed and taught, students’ own beliefs about studying, and aspects of their personal lives. Conclusions The results indicate that studying involves various social, digital, and curricular resources, that many students persist in utilizing low-impact study strategies (e.g., re-reading text), and that the use of study strategies varies across different situations. We suggest that the focus on changing teaching behaviors that is dominant within STEM education be broadened to include a focus on instructional design that supports student self-regulatory behaviors and the adoption of high-impact study strategies. Graphical abstract The stages of studying across three cases: Brianna, Larry, and Angelica.
机译：摘要背景认知心理学和教育研究领域的研究越来越多，这说明了哪种学习策略对于最佳学习是有效的，但是很少有描述性研究关注于STEM课程中的本科生如何在现实世界中实际学习。使用基于情境认知理论的基于实践的方法，我们分析了61位STEM学生的学习习惯数据。结果结果表明，学习是一个多方面的过程，首先是由教师或自我产生的线索启动，然后是编组资源和管理分心，然后实施包括选择社交环境和特定策略的学习行为。某些学习行为的变化也很明显，这取决于他们学习的时间（例如，填塞），课程水平，学科和社会环境。三种针对个别学生的实践案例表明，课程的设计和教学方式，学生对学习的信念以及个人生活的各个方面，也对学习产生了影响。结论结果表明，学习涉及各种社会，数字和课程资源，许多学生坚持使用低影响力的学习策略（例如重读课文），学习策略的使用因情况而异。我们建议扩大对改变STEM教育中占主导地位的教学行为的关注，以包括对支持学生自我调节行为和采用高影响力学习策略的教学设计的关注。图形摘要研究三个案例的阶段：Brianna，Larry和Angelica。

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