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Displaying results 1411 - 1416 of 1416 in total

Measuring Engineering Students’ Contextual Competence

Conference Session
Contextual Competencies
Collection
2012 ASEE Annual Conference & Exposition
Authors
Hyun Kyoung Ro, Carnegie Mellon University; Lisa R. Lattuca, University of Michigan; Dan Merson, Pennsylvania State University; Patrick T. Terenzini, Pennsylvania State University
Tagged Divisions
Educational Research and Methods
Relevance Score: 0.0033002626

Engineering Students’ Perceptions of the Future: Implications for Student Performance

Conference Session
Student Beliefs, Motivation and Self Efficacy
Collection
2014 ASEE Annual Conference & Exposition
Authors
Adam Kirn, Clemson University; Courtney June Faber, Clemson University; Lisa Benson, Clemson University
Tagged Divisions
Educational Research and Methods
Education. 2014.[25] S Lester. “An introduction to phenomenological research”. In: Stan Lester Developments (1999), pp. 1–4. URL: http://www.psyking.net/HTMLobj-3825/Introduction\_to\ _Phenomenological\_Research-Lester.pdf.[26] Clark Moustakas. Phenomenological Research Methods. Sage Publications, 1994, p. 192.[27] Erin a. Cech and Tom J. Waidzunas. “Navigating the heteronormativity of engineering: the experiences of lesbian, gay, and bisexual students”. In: Engineering
Relevance Score: 0.0033002626

Identification of Students’ Epistemological Frames in Engineering

Conference Session
Methodological & Theoretical Contributions to Engineering Education 3
Collection
2014 ASEE Annual Conference & Exposition
Authors
Christina Smith, Oregon State University; Alec Bowen, Oregon State University; Devlin Montfort, Oregon State University; Milo Koretsky, Oregon State University
Tagged Divisions
Educational Research and Methods
, or the difference between what studentsindicated were their personal study habits compared to how they would tell a student who caresonly about understanding to study, reflecting on their epistemological beliefs. Elby found thatmost students study differently, focusing on formulas and practice problems rather than onconcepts and real-life examples, than how they would tell someone else who is trying to acquire Page 24.684.4a “deep understanding.”21(pS56) He concludes that “[s]tudents perceive ‘trying to understandphysics deeply’ to be a different activity from ‘pursuing good grades’...” as one result of studentsbelieving rote learning is
Relevance Score: 0.0033002626

Judging the Quality of Operationalization of Empirical-Analytical, Interpretive and Critical Science Paradigms in Engineering Education Research

Conference Session
Methodological & Theoretical Contributions to Engineering Education 1
Collection
2014 ASEE Annual Conference & Exposition
Authors
Gurlovleen K. Rathore, Texas A&M University
Tagged Divisions
Educational Research and Methods
heuristic model, which“mirror[s] the structures and processes of experience” (p. 291). His purpose of seeking anunderstanding of the human experience of creating a mathematical model demonstratesoperationalization of the interpretive paradigm. Page 24.834.10Article III: Conversely, the purpose of the critical science paradigm is to critique ideologicalbeliefs or values to identify “potential for self-reflection and self-determination” for oppressedindividuals.6-7 In her article, Stanley sketches a possible scenario for a paradigmatic shift fromfemale to male control of technology to give women an opportunity to reflect on women’s role
Relevance Score: 0.0033002626

Perceived Learning Effect and Guidance in Project-Based Engineering Education

Conference Session
Fostering Student Learning
Collection
2011 ASEE Annual Conference & Exposition
Authors
Christel Heylen, Katholieke Universiteit Leuven, Belgium; Herman Buelens, Katholieke Universiteit Leuven, Belgium; Jos Vander Sloten, Katholieke Universiteit Leuven, Belgium
Tagged Divisions
Educational Research and Methods
challenges for educational practice and research. MEDICAL EDUCATION 2005; 39: 732-41 5. Hansen S: The supervisor in the project-organized group work should participate in developing the students' project competencies. European Journal of Engineering Education 2004; 29: 451-9 6. Hmelo-Silver CE: Problem-Based Learning: What and How Do Students Learn? Educational Psychology Review 2004; 16: 235-66 7. Johnson DW, Johnson RT, Smith KA: Cooperative Learning Returns to College: What Evidence Is There That It Works? Change 1998; 30: 26-35 8. Moust J: 25 jaar tutor in probleemgestuurd onderwijs, enkele beschouwingen over een nieuwe onderwijsrol. TVHO 2001; 19: 278-91 9. Weenk W, Govers E, Vlas H: Training in project-based education
Relevance Score: 0.0033002626

Probing the Inverted Classroom: A Controlled Study of Teaching and Learning Outcomes in Undergraduate Engineering and Mathematics

Conference Session
Pedagogy and Learning 1
Collection
2014 ASEE Annual Conference & Exposition
Authors
Nancy K. Lape, Harvey Mudd College; Rachel Levy, Harvey Mudd College; Darryl H. Yong, Harvey Mudd College; Karl A. Haushalter, Harvey Mudd College; Rebecca Eddy, Cobblestone Applied Research & Evaluation, Inc.; Nancy Hankel, Cobblestone Applied Research & Evaluation, Inc.
Tagged Divisions
Educational Research and Methods
Relevance Score: 0.0033002626