Robinson, M., & Faulkner, B. E. (2024, June), Student Epistemic Beliefs in Engineering Laboratories  Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--48008

\bibitem{asee_peer_48008}
  Robinson, M., \& Faulkner, B. E. (2024, June), \emph{Student Epistemic Beliefs in Engineering Laboratories}
  Paper presented at 2024 ASEE Annual Conference \& Exposition, Portland, Oregon.
  10.18260/1-2--48008

Michael Robinson and Brian E. Faulkner.  "Student Epistemic Beliefs in Engineering Laboratories".  2024 ASEE Annual Conference & Exposition, Portland, Oregon, 2024, June.  ASEE Conferences, 2024.  https://peer.asee.org/48008 Internet.  15 Jan, 2025

\bibitem{asee_peer_48008}
  Michael Robinson and Brian E. Faulkner.
  "Student Epistemic Beliefs in Engineering Laboratories".
  \emph{2024 ASEE Annual Conference \& Exposition, Portland, Oregon, 2024, June}.
  ASEE Conferences, 2024.
  https://peer.asee.org/48008 Internet.  15 Jan, 2025

@INPROCEEDINGS{asee_peer_48008
author = "Michael Robinson and Brian E. Faulkner"
title = "Student Epistemic Beliefs in Engineering Laboratories"
booktitle = "2024 ASEE Annual Conference \& Exposition"
year = "2024"
month = "June"
address = "Portland, Oregon"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/48008}
number = {10.18260/1-2--48008}
}

TY  - CPAPER
AB  - Engineering laboratories require different kinds of thinking than typical engineering theory courses. Laboratories often require students to correctly recall theory and gain practical knowledge of how to perform experiments related to that theory. The results of such experiments are frequently inconclusive, which requires students to practice judgement in interpreting results. These factors make the engineering laboratory an epistemically rich environment; however, experience suggests that students may not be adequately aware of such factors. This paper investigates student epistemic beliefs by adapting and extending survey instruments like the Engineering Related Beliefs Questionnaire and the Need for Cognitive Closure Scale to the laboratory setting. A survey instrument was developed which included a combination of quantitative and qualitative methods to measure students’ epistemic cognition and epistemic motivation. Results from an undergraduate laboratory will be presented to advance understanding of how students view knowledge in laboratory settings. Suggestions for future advances in laboratory pedagogy will be presented based on these findings. 
AU  - Michael Robinson
AU  - Brian E. Faulkner
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Student Epistemic Beliefs in Engineering Laboratories
UR  - https://peer.asee.org/48008
DO  - 10.18260/1-2--48008
ER  -