工科学生在解决不明确问题时的认识情感和元情感

IF 3.9 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
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引用次数: 0

摘要

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。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

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Engineering students' epistemic affect and meta-affect in solving ill-defined problems

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.

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来源期刊
Journal of Engineering Education
Journal of Engineering Education 工程技术-工程:综合
CiteScore
12.20
自引率
11.80%
发文量
47
审稿时长
>12 weeks
期刊介绍: The Journal of Engineering Education (JEE) serves to cultivate, disseminate, and archive scholarly research in engineering education.
期刊最新文献
Issue Information The Undergraduate Engineering Mental Health Help-Seeking Instrument (UE-MH-HSI): Development and validity evidence How can I help move my manuscript smoothly through the review process? Reasons and root causes: Conventional characterizations of doctoral engineering attrition obscure underlying structural issues Special issue on systematic reviews and meta-analyses in engineering education: Highlights and future research directions
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