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Enhancing institutional integration and enjoyment among Saudi female physical education students: exploring the mediation of motivation and psychological needs satisfaction 增强沙特女体育生的院校融合和乐趣:探索动机和心理需求满足的中介作用
Pub Date : 2024-07-26 DOI: 10.3389/feduc.2024.1391716
Mohamed Frikha, Nesrine Chaâri, Nourhen Mezghanni, Ahmad K. Hassan, Majed M. Alhumaid, M. Alibrahim
Institutional integration and enjoyment in physical education (PE) represent catalysts for greater students’ social cohesion and academic performance. This cross-sectional study addressed the lack of data and examined the mediating effect of basic psychological needs satisfaction (PNS) and motivation on the association between physical activity enjoyment (PAE) and institutional integration (SII) in Saudi female PE students. Participants (N = 507) were invited to complete the PE autonomy relatedness competence scale, the PE motivation scale, the students’ institutional integration scale, and the enjoyment questionnaire. The direct and indirect effects were explored using the SPSS Hayes process macro (Model 4). The results indicate that autonomy, relatedness and extrinsic motivation partially mediate the relationship between the PAE and SII in female Saudi PE students. Therefore, the PAE had a direct effect on SII of 16.2% and an indirect effect of 25.3% through the mediation of autonomy, relatedness, and extrinsic motivation. The psychological processes that promote the development of SII are PAE, autonomy, relatedness, and extrinsic motivation but not intrinsic motivation nor competence. The results are discussed within the self-determination theory and can be used by benefic for students, teachers, administrators or program makers to support institutional integration and enjoyment perception in Saudi female PE students.
体育教育(PE)中的制度融合和乐趣是提高学生社会凝聚力和学习成绩的催化剂。本横断面研究解决了数据缺乏的问题,并考察了基本心理需求满足(PNS)和动机对沙特女体育生体育活动乐趣(PAE)和体制融合(SII)之间关联的中介效应。受试者(N = 507)应邀完成了体育自主相关能力量表、体育动机量表、学生院校融合量表和体育乐趣问卷。使用 SPSS Hayes 过程宏(模型 4)探讨了直接和间接效应。结果表明,自主性、相关性和外在动机对沙特体育专业女生的 PAE 和 SII 之间的关系起到了部分中介作用。因此,通过自主性、相关性和外在动机的中介作用,PAE 对 SII 的直接影响为 16.2%,间接影响为 25.3%。促进 SII 发展的心理过程是 PAE、自主性、相关性和外在动机,而不是内在动机或能力。研究结果在自我决定理论的框架内进行了讨论,可为学生、教师、管理者或计划制定者提供有益的参考,以支持沙特体育女学生的制度整合和乐趣感知。
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引用次数: 0
Instructor enthusiasm in online lectures: how vocal enthusiasm impacts student engagement, learning, and memory 在线讲座中讲师的热情:声音热情如何影响学生的参与、学习和记忆
Pub Date : 2024-07-26 DOI: 10.3389/feduc.2024.1339815
Jeremy Marty-Dugas, Maya Rajasingham, Robert J. McHardy, Joe Kim, Daniel Smilek
Across two studies we investigated the impact of instructor enthusiasm on student attentional engagement during an online undergraduate lecture, as well as their memory for lecture content and their motivation to watch additional lecture videos on the same topic (Study 2 only). In both studies participants were randomly assigned to watch a 22-min lecture, delivered with either high or low vocal enthusiasm by the instructor. Subjective ratings of instructor enthusiasm/energy confirmed that in both studies the manipulation of instructor enthusiasm was effective. More importantly, in both studies we found that students in the high enthusiasm condition were consistently more engaged over the course of the lecture compared to those in the low enthusiasm condition, and that overall, reports of engagement increased together with ratings of instructor enthusiasm. However, we found no evidence that instructor enthusiasm influenced quiz performance in either study. Nevertheless, Study 2 showed that those in the high enthusiasm condition were more motivated to watch the next lecture than those in the low enthusiasm condition. These findings make an important contribution to the study of online learning and indicate that instructor enthusiasm may be a viable strategy to increase student engagement and motivation in online courses.
在两项研究中,我们调查了在在线本科生讲座中,教师的热情对学生注意力投入的影响,以及学生对讲座内容的记忆和观看同一主题其他讲座视频的动机(仅研究 2)。在这两项研究中,受试者被随机分配观看一个 22 分钟的讲座,由讲师以高昂或低沉的声音进行讲解。对讲师热情/精力的主观评价证实,在这两项研究中,对讲师热情的操纵是有效的。更重要的是,在这两项研究中,我们都发现在高热情条件下,学生在整个讲座过程中的参与度始终高于低热情条件下的学生,而且总体而言,学生的参与度报告随着对讲师热情程度的评分而增加。但是,在这两项研究中,我们都没有发现教师的热情影响测验成绩的证据。尽管如此,研究 2 显示,高热情状态下的学生比低热情状态下的学生更有动力观看下一堂课。这些发现为在线学习研究做出了重要贡献,并表明教师的热情可能是提高在线课程中学生参与度和积极性的一种可行策略。
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引用次数: 0
Scientific creativity in secondary students and its relationship with STEM-related attitudes, engagement and work intentions 中学生的科学创造力及其与科学、技术、工程和数学相关的态度、参与和工作意向的关系
Pub Date : 2024-07-26 DOI: 10.3389/feduc.2024.1382541
Isabel Pont-Niclòs, A. Martín-Ezpeleta, Y. Echegoyen-Sanz
The role of creativity in education is pivotal, since it is regarded as an essential skill enabling students to cope with future challenges, not only at their professional, but also at their daily life. Consequently, the assessment and improvement of creativity skills among secondary school students has been tackled both at international (OECD reports and the recent inclusion of creativity in the 2022 PISA tests) and national spheres (such as the LOMLOE law at Spain, in which this study is framed). In this context, this longitudinal quasi-experimental study explores the scientific creativity performance of Spanish secondary students (N = 780) and its relationship with their attitudes and engagement towards science, and work intentions in STEM-related careers. Results show a noteworthy deficiency in scientific creativity, in terms of problem-finding abilities, alongside with moderately accurate and positive perceptions about how science works and its individual and collective implications. In addition, limited engagement in science-related activities and a low rate of expectations in pursuing STEM-related careers have also been detected. Gender differences were found in scientific creativity, as well as perceptions and career expectations related to science. No differences were found in the scientific creativity across the levels of compulsory secondary school, but an improvement in perceptions about science was observed as the students progressed in the educational system. Nevertheless, a decrease in the rate of engagement and willingness to embracing a STEM-related pathway has also been detected in higher levels. Positive correlations between engagement and career expectations related to science were also found. The importance of nurturing scientific creativity is discussed in terms of enriching learning experiences and the design of interventions and specific policies. Finally, the impact of implementing creativity-focused educational strategies is highlighted in order to promote interest in pursuing STEM careers beyond the obligatory boundaries of education.
创造力在教育中的作用举足轻重,因为它被视为学生应对未来挑战的一项基本技能,不仅在专业领域如此,在日常生活中也是如此。因此,国际(经合组织的报告以及最近将创造力纳入 2022 年国际学生评估项目测试)和国内(如西班牙的 LOMLOE 法,本研究就是在该法框架下进行的)都在关注中学生创造力技能的评估和提高。在此背景下,本纵向准实验研究探讨了西班牙中学生(780 人)的科学创造力表现及其与他们对科学的态度和参与度以及从事 STEM 相关职业的意愿之间的关系。研究结果表明,西班牙中学生在科学创造力方面存在明显的不足,表现在发现问题的能力上,同时对科学如何运作及其对个人和集体的影响的认识也不够准确和积极。此外,还发现学生参与科学相关活动的程度有限,对从事科学、技术、工程和数学相关职业的期望值较低。在科学创造力以及与科学有关的认知和职业期望方面发现了性别差异。在中学义务教育阶段,科学创造力方面没有发现任何差异,但随着学生在教育系统中的升学,他们对科学的看法有所改善。然而,在更高的年级,学生的参与率和接受 STEM 相关途径的意愿也有所下降。此外,还发现参与度与科学相关的职业期望之间存在正相关。从丰富学习经验、设计干预措施和具体政策的角度讨论了培养科学创造力的重要性。最后,强调了实施以创造力为重点的教育战略的影响,以提高对从事 STEM 职业的兴趣,使其超越义务教育的界限。
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引用次数: 0
Future skills for Industry 4.0 integration and innovative learning for continuing engineering education 工业 4.0 未来技能与工程继续教育创新学习的融合
Pub Date : 2024-07-26 DOI: 10.3389/feduc.2024.1412018
Jose Daniel Azofeifa, Valentina Rueda-Castro, C. Camacho-Zuñiga, Guillermo M. Chans, Jorge Membrillo-Hernández, P. Caratozzolo
This research explores leveraging Industry 4.0 technologies and best practices to address the challenges faced by Continuing Engineering Education (CEE) in Higher Education, ensuring its sustainability and relevance. CEE is essential for engineers' continuous professional growth and adaptability, especially in an era marked by swift technological progress and changing job requirements. CEE must adapt to rapid technological advancements and evolving workforce demands. Nevertheless, traditional pedagogical methods often lag behind the needs of modern engineering professionals.Through a case study, this study aims to show how skills visualization allows the creation of comparisons between professional scenarios to enhance the effectiveness and efficiency of CEE programs. To achieve this goal, we utilized a platform based on the KSA taxonomy, which enables the visualization of skills and supports creating personalized and adaptive learning.Our results demonstrate the transformative potential of integrating new technologies and learning approaches in CEE programs. By leveraging Industry 4.0 technologies, developing personalized learning experiences, and embracing Education 4.0 principles, CEE programs can empower the workforce of the future to thrive in an increasingly complex and dynamic landscape.This study underscores the significance of Education 4.0 principles in shaping the future of CEE programs, emphasizing the crucial role of innovative learning approaches and technological integration in empowering the future engineering workforce in the Industry 4.0 era.
本研究探讨如何利用工业 4.0 技术和最佳实践来应对高等教育中工程继续教育(CEE)所面临的挑战,确保其可持续性和相关性。继续工程教育对工程师的持续专业成长和适应能力至关重要,尤其是在技术进步迅速、工作要求不断变化的时代。CEE 必须适应快速的技术进步和不断变化的劳动力需求。然而,传统的教学方法往往落后于现代工程专业人员的需求。本研究旨在通过一项案例研究,展示技能可视化如何允许创建专业场景之间的比较,以提高继续教育和工程学课程的有效性和效率。为了实现这一目标,我们利用了一个基于 KSA 分类法的平台,该平台实现了技能的可视化,并支持创建个性化和适应性学习。通过利用工业 4.0 技术、开发个性化学习体验和接受教育 4.0 原则,继续教育和工程学课程可以增强未来劳动力的能力,使其在日益复杂多变的环境中茁壮成长。这项研究强调了教育 4.0 原则在塑造继续教育和工程学课程未来方面的重要意义,强调了创新学习方法和技术整合在工业 4.0 时代增强未来工程劳动力能力方面的关键作用。
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引用次数: 0
Reputational crisis at a Chilean University, resulting from a post on social media X (Twitter) about the controversial theses in the School of Philosophy and Humanities 智利一所大学因在社交媒体 X(推特)上发布有关哲学与人文学院有争议论文的帖子而引发的声誉危机
Pub Date : 2024-07-25 DOI: 10.3389/feduc.2024.1380764
Thierry Amigo-López, Diana Rojas-Gomez
Due to the prominence of social networks since the second decade of the twenty-first century, online reputation has become essential for Higher Education Institutions (HEIs). The University of Chile, a public institution, faced a reputational communication crisis at the end of 2022 due to the disclosure on X (formerly Twitter) of two theses that relativized the concept of pedophilia. This situation raised questions about ethical integrity and permissiveness in academic research at the HEI. The research employed a qualitative methodological approach, complemented by descriptive quantitative data. The study unfolded in two distinct phases. Initially, a comprehensive review of comments on X related to the controversy was conducted. Subsequently, the comments were systematically compiled and organized in a table, and the content was downloaded from the Export Comments platform. From a pool of 4,680 messages, a representative sample of 500 comments was selected. In the second phase, the comments were meticulously categorized using the qualitative analysis tool Atlas.ti23, providing a robust and systematic approach to the research. The results showed high disapproval by X users regarding the content of the theses and the university's communication management. However, this did not directly alter the institutional reputation of the university, although it did influence the external public's perception of the professors and the organization's internal environment. The research concludes that the comments in X revealed a scarce presence of protocols on the part of the university for evaluating academic projects in the humanities.
自二十一世纪第二个十年以来,由于社交网络的突出作用,网络声誉对高等教育机构(HEIs)而言已变得至关重要。智利大学是一所公立院校,2022 年底,由于在 X(原 Twitter)上披露了两篇将恋童癖概念相对化的论文,该校面临着一场声誉传播危机。这种情况引发了人们对该高等院校学术研究的道德诚信和宽容度的质疑。研究采用了定性方法,并辅以描述性定量数据。研究分两个不同阶段展开。首先,对 X 上与争议有关的评论进行了全面审查。随后,系统地将这些评论汇编成表格,并从 "导出评论 "平台下载内容。从 4,680 条信息中,选取了具有代表性的 500 条评论作为样本。在第二阶段,使用定性分析工具 Atlas.ti23 对评论进行了细致的分类,为研究提供了一种稳健而系统的方法。结果表明,X 用户对论文内容和大学的传播管理非常不认可。然而,这并没有直接改变大学的机构声誉,尽管它确实影响了外部公众对教授和组织内部环境的看法。研究得出结论,《X》中的评论揭示了大学在评估人文学科学术项目时缺乏规范。
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引用次数: 0
Editorial: Emerging technologies and digitalization in education for sustainable development 社论:教育领域的新兴技术和数字化促进可持续发展
Pub Date : 2024-07-25 DOI: 10.3389/feduc.2024.1405323
A. Parmaxi, Anna Nicolaou, Elis Kakoulli Constantinou, Margaret Soule, Aravella Zachariou, Daniel Burgos
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引用次数: 0
Flipping the anatomy classroom: a comparative analysis of 16-week and 8-week courses in a community college 翻转解剖学课堂:社区学院 16 周和 8 周课程的比较分析
Pub Date : 2024-07-25 DOI: 10.3389/feduc.2024.1389825
Chaya Gopalan, Elizabeth L. Bruno, Sheyenne Daughrity, Kim-Leiloni T. Nguyen
Using flipped teaching modality, a student-centered approach, in community college courses remains an understudied area. This study explored the effectiveness of unflipped (UF), partially flipped (PF), and fully flipped (FF) teaching formats within the confines of an accelerated 8-week Introduction to Human Anatomy course at a community college. The purpose of this study was to examine flipped teaching in an accelerated anatomy course by comparing final examination scores between the UF, PF, and FF modalities, compare the effectiveness of flipped teaching between a regular (16-week) and an accelerated anatomy course, evaluate the effect of different teaching modalities on male and female students between a regular and an accelerated course; and examine UF, PF, and FF among the above-median and the below-median students. Students in the FF sections were required to read relevant chapter(s) in the textbook and review slides before class. Students in the PF sections were required to read the textbook and slides for 25% of the chapters. All students took the same final exams and similar section exams. Final exam scores were higher in the regular 16-week course than in the 8-week course for UF (p = 0.0219) and PF (p = 0.0183) modalities. The 16-week course had higher final examination scores (p = 0.0492; n = 65) than the 8-week course. Male students scored lower in the 8-week FF course (49.42 ± 13.72) than in the 8-week PF (p = 0.006) and 16-week FF (p = 0.0008) formats and also compared to female students in the 8-week FF course (p = 0.0121). Above-median students in the 8-week course had significantly lower scores in the FF modality (71.35 ± 7.01) compared to PF (80.92 ± 5.30) (p = 0.009). Below-median students in the 8-week course had lower scores in the FF modality (52.25 ± 11.48) compared to UF (p = 0.0113) and PF (p = 0.04). In conclusion, FF in a 16-week anatomy course resulted in higher final exam scores than in the 8-week course. The 8-week FF format affected male student scores. Both above- and below-median groups experienced similar effects when exposed to FF within the accelerated course. Further investigations are essential to inform the refinement of flipped teaching methodologies in community colleges, particularly in the context of accelerated courses.
在社区大学课程中使用翻转教学模式(一种以学生为中心的教学方法)仍是一个研究不足的领域。本研究探讨了在一所社区学院为期8周的人体解剖学概论速成课程中,非翻转(UF)、部分翻转(PF)和完全翻转(FF)教学模式的有效性。本研究的目的是通过比较 UF、PF 和 FF 模式的期末考试成绩来考察速成解剖学课程中的翻转教学,比较常规(16 周)和速成解剖学课程中翻转教学的效果,评估常规和速成课程中不同教学模式对男女学生的影响,并考察中等以上和中等以下学生的 UF、PF 和 FF 情况。FF 部分的学生被要求在课前阅读教科书中的相关章节并复习幻灯片。PF组的学生被要求阅读课本和25%章节的幻灯片。所有学生都参加了相同的期末考试和类似的分科考试。在 UF(p = 0.0219)和 PF(p = 0.0183)模式下,16 周常规课程的期末考试分数高于 8 周课程。16 周课程的期末考试分数(p = 0.0492;n = 65)高于 8 周课程。与 8 周 PF(p = 0.006)和 16 周 FF(p = 0.0008)课程相比,8 周 FF 课程的男生得分较低(49.42 ± 13.72),与 8 周 FF 课程的女生相比,男生得分也较低(p = 0.0121)。与 PF(80.92 ± 5.30)相比,中位数以上的 8 周课程学生在 FF 模式中的得分(71.35 ± 7.01)明显较低(p = 0.009)。与 UF(p = 0.0113)和 PF(p = 0.04)相比,8 周课程中低于中等水平的学生在 FF 模式(52.25 ± 11.48)中得分较低。总之,16 周解剖学课程中的 FF 比 8 周课程的期末考试分数高。8 周的 FF 形式影响了男生的分数。在速成课程中,中位数以上和中位数以下两组学生在接触 FF 时都受到了类似的影响。进一步的调查对完善社区学院的翻转教学方法至关重要,尤其是在速成课程中。
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引用次数: 0
“Struggling like fish out of water”: a qualitative case study of Chinese international students’ acculturative stress in the UK "如鱼得水":中国留学生在英国的文化适应压力定性案例研究
Pub Date : 2024-07-25 DOI: 10.3389/feduc.2024.1398937
Xiaoming Jiang, ZhiMin Xiao
This research aims to explore the acculturative stressors experienced by Chinese international students in the UK and investigates their views on intercultural mentoring programs offered at UK universities. To achieve these objectives, the study utilizes primarily qualitative data gathered from 12 semi-structured interviews, exploring Chinese international students’ wellbeing and their perceptions about intercultural mentoring programs. The findings indicate that the wellbeing of Chinese international students was influenced by a range of macro and micro acculturative stressors, including academic integration, language barriers, social integration, and the COVID-19 pandemic. Contrary to expectations, the study reveals that perceived cultural differences between China and the UK, as well as homesickness, were not the main sources of stress for Chinese international students. Regarding intercultural mentoring programs, this research finds that their introduction by UK universities represents a positive effort to enhance intercultural competence and overall wellbeing of international students. Nevertheless, the research has identified four main issues requiring consideration: mentor qualifications, limited mentor availability, effective mentor-mentee pairing, and ethical challenges.
本研究旨在探讨在英国的中国留学生所经历的文化适应压力,并调查他们对英国大学提供的跨文化辅导项目的看法。为了实现这些目标,本研究主要利用从 12 个半结构式访谈中收集的定性数据,探讨中国留学生的幸福感及其对跨文化辅导项目的看法。研究结果表明,中国留学生的幸福感受到一系列宏观和微观文化适应压力因素的影响,包括学术融合、语言障碍、社会融合以及 COVID-19 大流行。与预期相反的是,研究显示,中英文化差异以及思乡之情并不是中国留学生的主要压力来源。关于跨文化辅导项目,本研究发现,英国大学引入跨文化辅导项目是提高留学生跨文化能力和整体健康水平的积极努力。然而,研究也发现了四个需要考虑的主要问题:导师资格、有限的导师可用性、导师与被指导者的有效配对以及道德挑战。
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引用次数: 0
Preschoolers’ executive function: effect of the duration of preschool attendance and quality of teacher-child interactions 学龄前儿童的执行功能:就学时间长短和师幼互动质量的影响
Pub Date : 2024-07-25 DOI: 10.3389/feduc.2024.1421037
Margarita N. Gavrilova, Aleksandra I. Karimova, Oksana V. Solopova, Aleksander N. Veraksa, Anastasia Yakushina
The aim of this study was to determine the role of duration of preschool attendance and the quality of teacher-child interactions in the executive functions development of preschoolers. The study involved 947 children (51% girls) age 4–7 years (M = 70.3 months; SD = 4.3). The number of children attending kindergarten for less than 1 year was 144; 268 children (28.3%) had attended for 1 to 2 years; and 535 children (56.5%) had attended for more than 2 years. The results showed that the children who attended a group with a high quality of teacher-child interaction for one or more years had better results on verbal work memory, and cognitive and physical inhibitory control than those who attended the same group over a shorter period.
本研究旨在确定学龄前儿童的就学时间和师幼互动质量对其执行功能发展的影响。研究涉及 947 名 4-7 岁的儿童(51% 为女孩)(中位数 = 70.3 个月;标准差 = 4.3)。其中,入园时间不足 1 年的儿童有 144 人;入园时间为 1 至 2 年的儿童有 268 人(占 28.3%);入园时间超过 2 年的儿童有 535 人(占 56.5%)。结果表明,与就读时间较短的儿童相比,在师幼互动质量较高的小组就读一年或一年以上的儿童在语言工作记忆、认知和身体抑制控制方面的成绩更好。
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引用次数: 0
Power over and power with: integrating the concept of power into design team and stakeholder interactions 权力之上和权力之下:将权力概念融入设计团队和利益相关者的互动中
Pub Date : 2024-07-25 DOI: 10.3389/feduc.2024.1371216
Corey Schimpf, Jessica Swenson, Courtney Burris
As professionals in the workplace, engineers often have high levels of power or social influence over other people or groups they work with, including in decision-making, project planning, and other professional activities. The concept of power has received considerable attention in the social sciences and humanities but has received less attention in engineering education. Despite this, power is a crucial topic for engineers to understand as they are constantly navigating power dynamics across many groups of stakeholders. In this space we introduce the concepts of power over and power with into a two-semester senior engineering design capstone course through a series of activities and project scaffolds. Briefly, power over involves an actor being able to constrain the actions of another whereas power with involves an actor being able to empower or enable another actor to take new actions. Students were taught a framework that combines the concepts of power over and power with to reconsider and transform their interactions with stakeholders. We employ a case study to show how these concepts were integrated into the class and use directed content analysis of students’ final design reports to analyze the degree to which students were able to apply this framework. The results first highlight how activities over the semesters helped students learn the framework and later apply them. Next, the results of the content analysis indicate that students were able to share power with several stakeholders and recognize some instances or risks of power over, although some gaps remained with how power was reported or recognized. This work extends and adapts concepts of power from the social sciences and humanities to the field of engineering education, argues for the importance of covering both power over and power with in classes and provides some evidence of the productive beginnings of engineering students using these concepts. We close with implications for other engineering classes and future research.
作为工作场所的专业人员,工程师在决策、项目规划和其他专业活动中,往往对与 他们共事的其他人或群体具有很高的权力或社会影响力。权力的概念在社会科学和人文学科中得到了广泛的关注,但在工程教育中却较少受到重视。尽管如此,权力仍是工程师需要了解的一个重要话题,因为他们经常要在众多利益相关者群体之间驾驭权力动态。在这篇论文中,我们通过一系列活动和项目支架,将 "权力凌驾于权力之上 "和 "拥有权力 "的概念引入为期两个学期的高级工程设计顶点课程。简而言之,"超越权力 "是指一个行为者能够限制另一个行为者的行动,而 "借助权力 "则是指一个行为者能够授权或帮助另一个行为者采取新的行动。我们向学生们传授了一个框架,该框架结合了 "超越权力 "和 "拥有权力 "的概念,以重新考虑和改变他们与利益相关者之间的互动。我们通过一个案例研究来展示如何将这些概念融入课堂,并利用对学生最终设计报告的定向内容分析来分析学生能够在多大程度上应用这一框架。研究结果首先强调了各学期的活动是如何帮助学生学习并应用这些框架的。其次,内容分析的结果表明,学生能够与几个利益相关者分享权力,并认识到一些权力超越的情况或风险,尽管在如何报告或认识权力方面仍存在一些差距。这项工作将社会科学和人文学科中的权力概念扩展和调整到了工程教育领域,论证了在课堂上涵盖 "超越权力 "和 "分享权力 "的重要性,并提供了工程专业学生开始使用这些概念并取得成效的一些证据。最后,我们提出了对其他工程学课程和未来研究的启示。
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引用次数: 0
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