化学工程课程中的学习者代理:感知与批判性思维

IF 3.5 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Education for Chemical Engineers Pub Date : 2023-07-01 DOI:10.1016/j.ece.2023.06.003
Steven Pisani, Mark D. Haw
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引用次数: 1

摘要

学习者有多大程度的范围和机会来指导和影响他们自己的学习活动方法,这可以被称为“学习者代理”,对许多学科的学生来说,在培养关键的高级技能和素质方面,如自我效能、批判性思维、适应力和创新解决问题的能力,都是很重要的。毫无疑问,雇主看重的是那些能够在工作中表现出和应对代理的毕业生,他们的工作方式包括自学能力、制定和解决开放式问题的能力、应对不熟悉的情况以及有效的团队合作。在这里,通过学生主导和学生设计的研究项目,使用问卷调查和访谈方法,我们通过学生自己的看法来探索典型的英国化学工程学士/硕士课程如何为代理提供机会,以及学生如何应对代理。我们逐班逐年地检查课程,研究学生认为使他们能够对学习施加影响和控制的学习活动类型的相关性和模式。在后续的一对一访谈中,我们进一步研究了感知到的能动性程度和批判性思维技能之间的联系,通过标准化的尺度来衡量,以探索感知到的能动性传递活动如何与思维方式和技能的实际发展相关联。
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Learner agency in a chemical engineering curriculum: Perceptions and critical thinking

The extent to which learners have scope and opportunity to direct and influence their own approach to learning activities, what may be termed ‘learner agency’, has been shown to be important for students across many disciplines, in developing key advanced skills and qualities such as self-efficacy, critical thinking, resilience and innovative problem-solving. Employers unsurprisingly value graduates able to exhibit and cope with agency in their approach to work through such elements as self-learning ability, capacity to formulate and solve open-ended problems, coping with unfamiliar situations, and effective teamwork. Here, through a student-led and student-designed research project using questionnaire and interview methodology, we explore via the perceptions of students themselves how a typical UK Chemical Engineering BEng/MEng curriculum provides opportunities for agency and how students feel they cope with agency. We examine the curriculum class-by-class and year-by-year, studying correlations and patterns in the types of learning activity which students perceive as enabling them to exert influence and control over learning. In follow-up one-to-one interviews we further examine the link between perceived degree of agency and critical thinking skills, as measured by standardized scales, to explore how perceived agency-delivering activities may correlate with actual developments in thinking styles and skills.

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来源期刊
CiteScore
8.80
自引率
17.90%
发文量
30
审稿时长
31 days
期刊介绍: Education for Chemical Engineers was launched in 2006 with a remit to publisheducation research papers, resource reviews and teaching and learning notes. ECE is targeted at chemical engineering academics and educators, discussing the ongoingchanges and development in chemical engineering education. This international title publishes papers from around the world, creating a global network of chemical engineering academics. Papers demonstrating how educational research results can be applied to chemical engineering education are particularly welcome, as are the accounts of research work that brings new perspectives to established principles, highlighting unsolved problems or indicating direction for future research relevant to chemical engineering education. Core topic areas: -Assessment- Accreditation- Curriculum development and transformation- Design- Diversity- Distance education-- E-learning Entrepreneurship programs- Industry-academic linkages- Benchmarking- Lifelong learning- Multidisciplinary programs- Outreach from kindergarten to high school programs- Student recruitment and retention and transition programs- New technology- Problem-based learning- Social responsibility and professionalism- Teamwork- Web-based learning
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