Journal of Engineering Education最新文献_第4页

Engineering students' epistemic affect and meta-affect in solving ill-defined problems 工科学生在解决不明确问题时的认识情感和元情感

IF 3.4 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education

Pub Date : 2024-02-22 DOI: 10.1002/jee.20579

Jessica Swenson, Emma Treadway, Krista Beranger

Background

Real-world engineering problems are ill-defined and complex, and solving them may arouse negative epistemic affect (feelings experienced within problem-solving). These feelings fall into sequenced patterns (affective pathways). Over time, these patterns can alter students' attitudes toward engineering. Meta-affect (affect or cognition about affect) can shape or reframe affective pathways, changing a student's problem-solving experience.

Purpose/Hypothesis(es)

This paper examines epistemic affect and meta-affect in undergraduate students solving ill-defined problems called open-ended modeling problems (OEMPs), addressing two research questions: What epistemic affect and transitions between different affective states do students report? And, how does meta-affect shape students' affective experiences?

Design/Method

We examined 11 retrospective interviews with nine students performed across two semesters in which students completed OEMPs. Using inductive and deductive coding with discourse analysis, we systematically searched for expressions conveying epistemic affect and for transitions in affect; we performed additional deductive coding of the transcripts for meta-affect and synthesized these results to formulate narratives related to affect and meta-affect.

Results

Together, the expressions, transitions, and meta-affect suggest different types of student experiences. Depending on their meta-affect, students either recounted experiences dominated by positive or negative affect, or else they experienced negative emotions as productive.

Conclusions

Ill-defined complex problems elicit a wide range of positive and negative emotions and provide opportunities to practice affective regulation and productive meta-affect. Viewing the OEMPs as authentic disciplinary experiences and/or the ability to view negative emotions as productive can enable overall positive experiences. Our results provide insight into how instructors can foster positive affective pathways through problem-scaffolding or their interactions with students.

现实世界中的工程问题既不明确又复杂，解决这些问题可能会引起负面的认识情感（在解决问题的过程中体验到的情感）。这些感受会形成有序的模式（情感路径）。随着时间的推移，这些模式会改变学生对工程学的态度。元情感（情感或关于情感的认知）可以塑造或重构情感路径，从而改变学生解决问题的体验。本文研究了本科生在解决被称为开放式建模问题（OEMPs）的定义不明确的问题时产生的认识情感和元情感，并探讨了两个研究问题：学生报告了哪些认识情感以及不同情感状态之间的转换？我们研究了学生在完成 OEMPs 的两个学期中对九名学生进行的 11 次回顾性访谈。我们利用归纳和演绎编码以及语篇分析，系统地搜索了传达认识论情感的表达和情感的转换；我们还对记录誊本中的元情感进行了额外的演绎编码，并将这些结果综合起来，形成了与情感和元情感相关的叙述。根据他们的元影响，学生要么讲述了以积极或消极情绪为主的经历，要么将消极情绪体验为富有成效的。将 OEMPs 视为真实的学科体验和/或将消极情绪视为富有成效的能力，可以使学生获得整体的积极体验。我们的研究结果为教师如何通过问题支架或与学生的互动来培养积极情绪途径提供了启示。

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引用次数: 0

What engineering employers want: An analysis of technical and professional skills in engineering job advertisements 工程学雇主需要什么？工程学招聘广告中的技术和专业技能分析

IF 3.4 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education

Pub Date : 2024-02-13 DOI: 10.1002/jee.20581

Gabriella Coloyan Fleming, Michelle Klopfer, Andrew Katz, David Knight

Background

Engineering curricula are built around faculty and accreditors' perceptions of what knowledge, skills, and abilities graduates will need in engineering careers. However, the people making these decisions may not be fully aware of what industry employers require for engineering graduates.

Purpose/Hypothesis

The purpose of this study is to determine how industry employer-sought professional and technical skills vary among engineering disciplines and levels of education.

Design/Method

Using a large sample (n = 26,103) of mined job advertisements, we use the O*NET skills database to determine the frequencies of different professional and technical skills for biomedical, civil, chemical, electrical, environmental, and mechanical engineers with bachelor's, master's, and PhD degrees.

Results

The most frequently sought professional skill is problem-solving; the most frequently sought technical skills across disciplines are Microsoft Office software and computer-aided design software. Although not the most frequently requested skills, job advertisements including the Python and MATLAB programming languages paid significantly higher salaries than those without.

Conclusions

The findings of this study have important implications for engineering program leaders and curriculum designers choosing which skills to teach students so that they are best prepared to get and excel in engineering jobs. The results also show which skills students can prioritize investing their time in so that they receive the largest financial return on their investment.

工程学课程是根据教师和认证机构对毕业生在工程学职业中需要哪些知识、技能和能力的看法而设置的。本研究的目的是确定不同工程学科和教育水平的行业雇主对专业和技术技能的要求有何不同。通过使用大量（n = 26,103 ）雷同的招聘广告样本，我们使用 O*NET 技能数据库来确定拥有学士、硕士和博士学位的生物医学、土木、化学、电气、环境和机械工程师对不同专业和技术技能的需求频率。这项研究的结果对于工程专业的领导者和课程设计者来说具有重要的意义，他们可以选择教授学生哪些技能，从而使学生做好最充分的准备，获得并胜任工程专业的工作。研究结果还表明，学生可以优先在哪些技能上投入时间，从而获得最大的经济回报。

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引用次数: 0

Achievement goal theory in STEM education: A systematic review STEM 教育中的成就目标理论：系统回顾

IF 3.9 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education

Pub Date : 2024-02-13 DOI: 10.1002/jee.20585

Alexander Vincent Struck Jannini, Zeynep Akdemir, Muhsin Menekse

Background

Achievement goal theory is a popular motivational theory within education and psychology, with several review papers summarizing the extensive work done in these fields. Although reviews exist in these specific fields, none exists within science, technology, engineering, and mathematics (STEM) education. This is a considerable gap in our knowledge as STEM educators, especially engineering educators, where motivation is often ill-defined.

Purpose

This paper highlights the findings of a systematic review of how STEM educators have used achievement goal theory within undergraduate STEM education.

Scope/Method

We followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 checklist for our search. A total of 50 studies (43 journal articles and 7 conference proceedings) were included in our review.

Results

Our review revealed five common themes: quantitative methodologies, sex, emotions, academic achievement, and culture. A majority of the papers reviewed used quantitative methods. Although there was inconclusive evidence of differences in motivational orientations based on biological sex, the most studied emotion (anxiety) was found to be inversely correlated with mastery orientations. Among the many ways to measure academic achievement, exam scores was the most popular method reported. Lastly, ethnic, institutional, and department cultures were significant factors in shaping a student's motivational orientation.

Conclusions

Our review suggests that a motivational difference between students based on biological sex is inconclusive. We also recommend more studies that use qualitative or mixed methodologies to gain further insight into students' motivational processes and consider how cultural contexts may impact students' motivational orientations.

成就目标理论是教育学和心理学中一种流行的动机理论，有多篇评论文章总结了这些领域的大量工作。虽然在这些特定领域都有综述，但在科学、技术、工程和数学（STEM）教育领域却没有综述。作为 STEM 教育工作者，尤其是工程教育工作者，这是我们知识中的一个相当大的空白，因为在这些领域中，动机往往定义不清。本文重点介绍了对 STEM 教育工作者如何在本科 STEM 教育中使用成就目标理论进行系统性综述的结果。我们按照《系统性综述和元分析首选报告项目》（PRISMA）2020 清单进行了检索。我们的综述揭示了五个共同的主题：定量方法、性别、情感、学业成绩和文化。大部分综述论文都使用了定量方法。虽然没有确凿证据表明基于生理性别的动机取向存在差异，但研究发现，研究最多的情绪（焦虑）与掌握取向成反比。在衡量学业成绩的多种方法中，考试成绩是最常用的方法。最后，种族、机构和院系文化是影响学生动机取向的重要因素。我们还建议开展更多使用定性或混合方法的研究，以进一步深入了解学生的动机过程，并考虑文化背景如何影响学生的动机取向。

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引用次数: 0

Progression from the mean: Cultivating instructors' unique trajectories of practice using educational technology 从平均水平出发：利用教育技术培养教师独特的实践轨迹

IF 3.4 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education

Pub Date : 2024-02-08 DOI: 10.1002/jee.20586

Milo D. Koretsky, Susan Bobbitt Nolen, John Galisky, Harpreet Auby, Lorena S. Grundy

Background

In taking up educational technology tools and student-centered instructional practice, there is consensus that instructors consider the unique aspects of their instructional context. However, tool adoption success is often framed narrowly by numerical uptake rates or by conformity with non-negotiable components.

Purpose

We pursue an alternative ecosystems framing which posits that variability among contexts is fundamental to understanding instructors' uptake of instructional tools and the ways their teaching trajectories develop over time.

Design/Method

Through a multiple-case study approach using interviews, usage data, surveys, and records of community meetings, we examine 12 instructors' trajectories to illustrate the dynamic uptake of a technology tool.

Results

Cross-case analysis found that instructors' trajectories are tool-mediated and community-mediated. We present five cases in detail. Two foreground ways that instructors gained insight into student learning from student responses in the tool. Two illustrate the role played by the project's Community of Practice (CoP), an extra-institutional support for deepening practice. The final case illustrates the complexity of an evolving instructional ecosystem and its role in instructors' satisfaction and continued use.

Conclusions

Use of the educational technology tool perturbed ecosystems and supported instructors' evolving trajectories through mediation of instructor and student activity. Instructors' goals guided initial uptake, but both goals and practice were adapted using information from interactions with the tool and the CoP and changes in instructional contexts. The study confirms the need to understand the complexity of the uptake of innovations and illustrates opportunities for educators, developers, and administrators to enhance uptake and support diversity goals.

在采用教育技术工具和以学生为中心的教学实践时，人们一致认为，教师要考虑其教学环境的独特性。我们追求的是另一种生态系统框架，即不同情境下的差异性是理解教师采用教学工具及其教学轨迹随时间发展的基础。通过采用访谈、使用数据、调查和社区会议记录等多案例研究方法，我们研究了 12 位教师的教学轨迹，以说明对技术工具的动态吸收。我们详细介绍了五个案例。其中两个案例强调了指导教师从学生在工具中的回答中洞察学生学习情况的方式。两个案例说明了项目的实践社区（CoP）所发挥的作用，这是深化实践的机构外支持。最后一个案例说明了不断发展的教学生态系统的复杂性及其在教师满意度和持续使用中的作用。教育技术工具的使用扰乱了生态系统，并通过对教师和学生活动的调解支持了教师不断发展的轨迹。教员的目标引导了最初的使用，但目标和实践都根据与工具和 CoP 的互动信息以及教学情境的变化进行了调整。这项研究证实了了解创新吸收的复杂性的必要性，并为教育者、开发者和管理者提供了加强吸收和支持多样性目标的机会。

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引用次数: 0

Investigating engineering undergraduates' agentic and communal career values in writing responses 调查工科大学生在写作回复中的代理和公共职业价值观

IF 3.4 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education

Pub Date : 2024-02-01 DOI: 10.1002/jee.20584

Hye Rin Lee, Nayssan Safavian, Anna-Lena Dicke, Jacquelynne S. Eccles

Background

A perceived fit between personal values and what a career offers is critical for college students pursuing and persisting in that career.

Purpose/Hypothesis(es)

We, therefore, investigated the career values of engineering undergraduates through language in two different studies. Study 1 (N = 35) examined students' written postgraduation plans for agentic and communal career value themes. Drawing on Study 1 themes, Study 2 (N = 918) examined the association of achievement-related and interpersonal word categories in written narratives to surveyed career values.

Design/Method

In Study 1, inductive and deductive approaches were used to identify agentic and communal career values. In Study 2, regressions were conducted using achievement-related and interpersonal words as outcomes.

Results

Study 1 found agentic and communal value themes. Agentic value themes included career, personal development, and financial gains. Communal value themes included helping others and being family-oriented. Results from Study 2 showed that students' language use in the discussion of their careers was associated with surveyed career values.

Conclusion

Although engineering students hold more agentic than communal values, they hold both career values, which may have implications for supporting students from diverse backgrounds.

因此，我们在两项不同的研究中通过语言调查了工科学生的职业价值观。因此，我们通过两项不同的研究，通过语言对工科大学生的职业价值观进行了调查。研究一（N = 35）针对代理和公共职业价值观主题，对学生的书面毕业后计划进行了调查。根据研究 1 的主题，研究 2（N = 918）考察了书面叙述中与成就相关的词类和人际关系词类与所调查的职业价值观之间的关联。在研究 2 中，以成就相关词和人际相关词为结果进行了回归分析。代理价值主题包括职业、个人发展和经济收益。公共价值主题包括帮助他人和以家庭为中心。研究 2 的结果表明，学生在讨论其职业时使用的语言与所调查的职业价值观有关。虽然工科学生持有的代理价值观多于公共价值观，但他们同时持有两种职业价值观，这可能对支持来自不同背景的学生有影响。

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引用次数: 0

Understanding the relationship between idea contributions and idea enactments in student design teams: A social network analysis approach 了解学生设计团队中创意贡献与创意实施之间的关系：社会网络分析方法

IF 3.4 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education

Pub Date : 2024-01-31 DOI: 10.1002/jee.20582

Trevion S. Henderson

Background

Existing research has demonstrated that student characteristics, such as race/ethnicity, sex, and personal beliefs about engineering knowledge, shape students' experiences in ill-structured problem-solving, such as engineering design, where ideas must be communicated, negotiated, and selected in complex social processes.

Purpose

The purpose of this research was to examine the how student characteristics, such as race/ethnicity, sex, and epistemological beliefs, are associated with patterns of idea contributions and ideas enactments in collaborative project teams.

Method

In this article, I use the multilayer exponential random graph model (ERGM) for examining multiple complex social relationships simultaneously. Drawing on survey data from a study of engineering student teamwork, this research examines the relationship perceptions of idea contributions (layer 1) and idea enactments (layer 2) in collaborative project teams.

Results

Results indicated no sex differences in the perceptions of idea contributions and enactments in student design teams. However, underrepresented minority students and Asian America/Pacific Islander students were reported as less frequently having their ideas enacted. Further, epistemological beliefs similarity effects were a significant predictor on the idea contribution layer, and epistemological beliefs sociality effects were significant on the idea enactments layer.

Conclusion

Achieving equity in teamwork pedagogies requires understanding the dynamic social processes that shapes patterns of participation in student teams. This research demonstrates the power of social networks methodologies for modeling teamwork processes, pointing specifically to the ways that student characteristics are associated with perceptions shape idea contributions and enactments in student teams.

背景现有研究表明，学生的种族/民族、性别和对工程知识的个人信念等特征，会影响学生在非结构化问题解决（如工程设计）过程中的体验，而在非结构化问题解决过程中，想法必须在复杂的社会过程中进行交流、协商和选择。目的本研究旨在探讨学生的种族/民族、性别和认识论信念等特征如何与合作项目团队中的想法贡献和想法形成模式相关联。方法在本文中，我使用了多层指数随机图模型（ERGM）来同时研究多种复杂的社会关系。本研究利用工程专业学生团队合作研究的调查数据，考察了合作项目团队中想法贡献（第 1 层）和想法实施（第 2 层）的关系认知。结果结果表明，在学生设计团队中，对创意贡献和创意实施的认知没有性别差异。然而，据报告，代表性不足的少数族裔学生和亚裔美国人/太平洋岛民学生的想法被采纳的频率较低。此外，认识论信念的相似性效应对创意贡献层有显著的预测作用，认识论信念的社会性效应对创意实施层有显著的预测作用。结论要在团队合作教学法中实现公平，就必须了解形成学生团队参与模式的动态社会过程。这项研究证明了社会网络方法对团队合作过程建模的强大作用，并特别指出了学生特征与学生团队中的观点贡献和观点形成相关联的方式。

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引用次数: 0

Beliefs in engineering education research: A systematic scoping review for studying beliefs beyond the most popular constructs 工程教育研究中的信念：对最流行的建构之外的信念研究进行系统的范围界定审查

IF 3.9 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education

Pub Date : 2024-01-23 DOI: 10.1002/jee.20583

Amy Kramer, Alexia Leonard, Renee Desing, Emily Dringenberg

Background

Beliefs are a complex research construct with deep connections to innumerable different research areas and agendas. Engineering education researchers are increasingly studying beliefs, and synergy across these efforts can lead to a greater impact in translating beliefs research into educational practice.

Purpose

Our purpose was to enable any researcher in engineering education to productively research beliefs as a construct. Specifically, we aimed to synthesize the different purposes for studying beliefs, and the extent to which researchers have operationalized beliefs.

Scope/Method

We conducted a systematic scoping review of beliefs following the PRISMA protocol. We extracted and mapped data from the 79 academic included manuscripts. We performed additional analysis using both inductive and deductive coding methods to synthesize how beliefs have been researched. We included studies about the beliefs of engineering students in post-secondary education beyond the four most popular types of beliefs (i.e., self-efficacy, mindset, epistemic, and goal orientation beliefs).

Results

Given the diverse nature of beliefs in engineering education, we found that the findings of the included studies could not be coherently synthesized. Instead, we present (1) a synthesis of researchers' purpose(s) for studying beliefs, and (2) a detailed representation of the many ways in which researchers have operationalized beliefs using different theories and methodological approaches.

Conclusions

We recommend that researchers studying beliefs work to align their stated purpose for studying beliefs with their research contribution and build understanding of how beliefs ultimately relate to behavior. We also identified an opportunity for researchers to carefully and explicitly operationalize beliefs as a research construct.

信念是一种复杂的研究结构，与无数不同的研究领域和议程有着深刻的联系。工程教育研究人员对信念的研究日益增多，这些工作之间的协同作用可以在将信念研究转化为教育实践方面产生更大的影响。具体而言，我们旨在综合研究信念的不同目的，以及研究人员对信念进行操作化的程度。我们按照 PRISMA 协议对信念进行了系统的范围界定综述。我们从收录的 79 篇学术手稿中提取并绘制了数据图谱。我们还使用归纳和演绎编码方法进行了补充分析，以归纳信念的研究方式。除了四种最常见的信念类型（即自我效能、心态、认识论和目标导向信念）之外，我们还纳入了有关中等后教育中工科学生信念的研究。鉴于工程教育中信念的多样性，我们发现无法对所纳入研究的结果进行连贯的综合。相反，我们提出了（1）研究人员研究信念的目的的综述，以及（2）研究人员使用不同理论和方法对信念进行操作的多种方式的详细表述。我们建议研究信念的研究人员努力使其研究信念的既定目的与其研究贡献相一致，并建立对信念如何最终与行为相关的理解。我们还发现，研究人员有机会将信念作为一种研究建构进行细致而明确的操作化。

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引用次数: 0

Are MOOCs a new way of learning in engineering education in light of the literature? A systematic review and bibliometric analysis 从文献来看，MOOCs 是工程教育的一种新学习方式吗？系统回顾与文献计量分析

IF 3.9 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education

Pub Date : 2024-01-12 DOI: 10.1002/jee.20580

Zeynep Turan, Rabia Meryem Yilmaz

Background

Massive open online courses (MOOCs) have gained popularity as a form of distance education, highlighting the need for additional research. Various studies have systematically examined scholarly research on MOOCs. However, the reviewed academic publications on the use of MOOCs in engineering education are limited.

Purpose/Hypothesis(es)

This study aims to examine the implementation of MOOCs in engineering education using systematic review and bibliometric analysis methods.

Design/Method

This study examines 68 studies from the Web of Science database that fall within the scope of the systematic review and 257 studies for bibliometric analysis.

Results

Since 2018, there has been a growing number of studies exploring the uses of MOOCs in engineering education. The quantitative research method is the most preferred, while the mixed method is the least preferred. The study found that using MOOCs in engineering education resulted in positive student perceptions and satisfaction. However, the lack of interactivity between learners and instructors or among learners was the most frequently reported problem. Moreover, the bibliometric analysis indicates that reviewed studies extensively explore learners' engagement, interactions, and feedback processes. Recently, academic research focused on sentiment analysis, deep learning, educational technology, machine learning, and text mining.

Conclusions

There is a need for further investigation into utilizing MOOCs in engineering education. This study's evaluation of MOOCs' pros and cons yields essential insights for optimizing their use in engineering education. By leveraging the positive aspects outlined in the study, educators can enhance engineering students' satisfaction and participation in MOOCs. These findings offer a valuable resource for researchers exploring MOOC-related topics in engineering education.

作为远程教育的一种形式，大规模开放式在线课程（MOOCs）越来越受欢迎，这凸显了开展更多研究的必要性。各种研究系统地考察了有关 MOOCs 的学术研究。本研究旨在采用系统综述和文献计量分析方法，考察MOOCs在工程教育中的实施情况。本研究考察了科学网数据库中属于系统综述范围的68项研究和257项文献计量分析研究。2018年以来，探讨MOOCs在工程教育中应用的研究越来越多。其中，定量研究方法最受青睐，混合研究方法最不受欢迎。研究发现，在工程教育中使用MOOCs会带来积极的学生感知和满意度。然而，学习者与教师之间或学习者之间缺乏互动性是最常报告的问题。此外，文献计量分析表明，所审查的研究广泛探讨了学习者的参与、互动和反馈过程。最近，学术研究的重点是情感分析、深度学习、教育技术、机器学习和文本挖掘。本研究对 MOOCs 的利弊进行了评估，为优化其在工程教育中的应用提供了重要启示。通过利用研究中概述的积极方面，教育者可以提高工科学生对 MOOCs 的满意度和参与度。这些发现为探索工程教育中 MOOC 相关主题的研究人员提供了宝贵的资源。

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引用次数: 0

Not returning to the “before times” 不回到 "以前的时代"

IF 3.4 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education

Pub Date : 2024-01-10 DOI: 10.1002/jee.20578

David B. Knight, Joyce B. Main

引用次数: 0

What if engineering students had a bill of rights? A thought experiment 如果工科学生有权利法案会怎样？思想实验

IF 3.4 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education

Pub Date : 2023-12-27 DOI: 10.1002/jee.20577

Walter C. Lee

引用次数: 0