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首页> 外文期刊>Journal of women and minorities in science and engineering >FEMALE STUDENTS' EXPERIENCES WITH PROJECT-BASED WORK IN INTRODUCTORY ENGINEERING CLASSES AT TWO- AND FOUR-YEAR INSTITUTIONS
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FEMALE STUDENTS' EXPERIENCES WITH PROJECT-BASED WORK IN INTRODUCTORY ENGINEERING CLASSES AT TWO- AND FOUR-YEAR INSTITUTIONS

机译：两年制和四年制学院在工程类入门课程中女性学生的基于项目工作的经验

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摘要

This study explores women's experiences with project-based learning within the context of introductory engineering courses at two community colleges and one four-year institution. The study was framed by Bronfenbrenner's (1979) ecological systems theory [Bronfenbrenner, U., The Ecology of Human Development: Experiments by Nature and Design, Harvard University Press, Cambridge, MA, 1979]. Findings were based on analyses of data gathered through multiple qualitative methods: observations; individual interviews with female students; focus group interviews with project teams; and document collection. This study's findings 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. Study findings 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：这项研究在两所社区学院和一所四年制学院的工程入门课程中探索了妇女在基于项目的学习中的经验。该研究是由Bronfenbrenner（1979）的生态系统理论构架的[Bronfenbrenner，美国，人类发展的生态学：自然与设计的实验，哈佛大学出版社，剑桥，马萨诸塞州，1979年]。调查结果基于对通过多种定性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；和文件收集。这项研究的结果表明，参与者的项目团队是参与者生态环境中至关重要的微系统。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过程包括人际关系动态；领导;和分工。研究结果指出，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。

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