June 15, 2019
June 15, 2019
October 19, 2019
Entrepreneurship & Engineering Innovation Division Technical Session 6
Entrepreneurship & Engineering Innovation
A person’s implicit theories in a certain domain are known to have a direct influence on that person’s performance, behaviour, self-esteem, enjoyment and sense of belonging to the domain. This paper explores the role of implicit theory in engineering students’ beliefs about the nature of their making abilities and their self-identification as makers. This is done by assessing if a collaborative project-based engineering design course built on making activities can contribute to influencing students to have a growth mindset about their making abilities. Data from full-time engineering undergraduates were collected during the second week of the fall term. As predicted, the majority of engineering students had a growth mindset about their making abilities mindset, with male students more likely to have a fixed mindset than female students. Moreover, engineering design courses that successfully integrate making activities into the curriculum are shown to induce students to develop a growth mindset in relation to their beliefs about the nature of their making abilities.
Galaleldin, M., & Anis, H. (2019, June), The Impact of Integrating Making Activities to Cornerstone Design Courses on Students’ Implicit Theories of Making Ability Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33396
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