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首页> 外文期刊>The international journal of engineering education >Can Disciplinary Integration Promote Students' Lifelong Learning Attitudes and Skills in Project-Based Engineering Courses?
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Can Disciplinary Integration Promote Students' Lifelong Learning Attitudes and Skills in Project-Based Engineering Courses?

机译：学科整合可以促进学生在基于工程的工程课程中的终身学习态度和技能吗？

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Today's engineering graduates face an evolution of global priorities that places a greater emphasis upon sustainability, community, and well being. Overcoming the complex challenges of this shift will require engineers to display agility, resilience, intrinsic drive, and an ability to continually grow and develop-capacities that are currently underemphasized in engineering degree programs. Despite a growing recognition of the importance of socially responsible technological development, many engineering programs continue to prioritize decontextualized technical content learning over broad competency development. As a result, students may have difficulty identifying either personal or societal value in their engineering activities. We suggest that the integration of engineering and humanities perspectives can help students situate their technical studies within the larger human system while simultaneously offering measurable improvements in students' motivations and lifelong learning skills. In this paper, we report findings from an investigation of the effects of disciplinary integration on student motivation and learning engagement in introductory materials science courses. The quantitative results show that integrating materials science with humanities through a project-based course effectively supports increased student motivation and engagement in self-regulated learning strategies. Compared to students in non-integrated project-based courses, students in integrated project-based courses show higher intrinsic motivation and task value. Students in the integrated materials science-history course also report significantly higher use of critical thinking strategies in their project work, indicating that an emphasis on societal context may help students cognitively engage in their engineering studies. Findings also indicate that disciplinary integration offers particular benefits to women engineering students. Compared with the non-integrated course, women in the integrated course report more significant motivational and self-regulated learning gains. This research suggests that putting human contexts at the center of engineering learning can help all engineering students, and especially women engineering students, build a sense of societal relatedness that promotes better learning.
机译：当今的工程专业毕业生面临着全球优先事项的演变，这更加强调了可持续性，社区和福祉。克服这种转变所带来的复杂挑战，将要求工程师表现出敏捷性，适应能力，内在动力以及持续增长和开发能力的能力，而工程学学位课程目前并未重视这些能力。尽管人们日益认识到对社会负责的技术发展的重要性，但许多工程计划仍继续将去上下文化的技术内容学习置于广泛的能力发展之上。结果，学生可能难以确定其工程活动中的个人或社会价值。我们建议将工程学和人文学科的观点相结合可以帮助学生在更大的人类系统中进行技术研究，同时可以显着提高学生的学习动机和终身学习技能。在本文中，我们报告了对学科整合对入门材料科学课程中学生动机和学习投入的影响的调查结果。定量结果表明，通过基于项目的课程将材料科学与人文学科相结合，可以有效地提高学生的动力和参与自我调节学习策略的能力。与非综合项目型课程的学生相比，综合项目型课程的学生表现出更高的内在动力和任务价值。在综合材料科学史课程中的学生还报告说，在项目工作中对批判性思维策略的使用显着增加，表明对社会背景的重视可能有助于学生在认知上进行工程研究。研究结果还表明，学科整合为工科女学生提供了特别的好处。与非综合课程相比，综合课程中的女性报告出更大的动机和自我调节学习成果。这项研究表明，将人文环境作为工程学习的中心，可以帮助所有工程专业的学生，​​尤其是女性工程专业的学生，​​建立一种促进更好学习的社会关联感。

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