کد مقاله کد نشریه سال انتشار مقاله انگلیسی ترجمه فارسی نسخه تمام متن
178479 459278 2015 20 صفحه PDF سفارش دهید دانلود رایگان
عنوان انگلیسی مقاله ISI
A detailed anatomy of students’ perception of engagement and their learning a threshold concept in core chemical engineering
ترجمه فارسی عنوان
آناتومی دقیق از درک دانش آموزان از تعامل و یادگیری خود ،یک مفهوم آستانه در رشته مهندسی شیمی هسته ای
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تولید محتوا
با 10 درصد تخفیف ویژه دانشیاری
کلمات کلیدی
فعالیتهای دانشجویی و سخنرانی؛ سبک فعالیتهای دانشجویی؛ نامزدی و یادگیری نتایج؛ مرتبط تعامل و یادگیری؛ آموزش و یادگیری در آموزش عالی
موضوعات مرتبط
مهندسی و علوم پایه مهندسی شیمی مهندسی شیمی (عمومی)
چکیده انگلیسی


• Students highly unaligned in level of self-perceived engagement with lecture.
• Six engagement styles identified.
• ‘Spikes’ in individual student engagement do not correlate with learning.
• Students’ self-perceived engagement is not a good predictor of learning.

An attempt has been made to reveal a detailed anatomy of students’ self-perceived engagement with material in a lecture and their learning of a key course threshold concept. A cohort of 80 students in a third year chemical engineering (64% response rate) course voluntarily recorded their engagement using a Likert-type scale at intervals of 5 min in a (nominally 50 min) lecture, together with written comments. Marks were awarded for a substantial, follow-up summative assignment to test their understanding of the threshold concept. It was found students were highly unaligned in their level of engagement with the lecture. A key reason was that individuals’ engagement varied highly significantly during the lecture. Six engagement styles were identified. Some 33% exhibited Type 1 (engage strongly at the start and slowly disengage) and 23% exhibited Type 2 (remain at a more or less fixed engagement). Significantly, there was no correlation between students’ engagement scores and marks awarded; in particular there was no correlation with specific lecture intervals in which material was identified as most important. Further, there was no correlation between the number of written comments made by an individual and their marks. It is concluded that student self-perceived engagement is not a good predictor of learning as assessed by marks awarded on a summative assignment. It is not known whether student engagement is predicated on particular lecture material and type of lecturer, or other contributing factors. The experimental design could be readily widely applied.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Education for Chemical Engineers - Volume 11, April 2015, Pages e1–e20
نویسندگان
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