A Student-Centered Approach to Identifying Strategies and Obstacles to Learning for Undergraduate STEM Courses

Autor/inn/en	Hill, Erin M.; Anderson, Laurie; Finley, Brandon; Hillyard, Cinnamon; Kochanski, Mark
Titel	A Student-Centered Approach to Identifying Strategies and Obstacles to Learning for Undergraduate STEM Courses
Quelle	In: Journal of STEM Education: Innovations and Research, 20 (2019) 1, S.25-36 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1557-5284
Schlagwörter	Learning Processes; Undergraduate Students; Barriers; STEM Education; Student Motivation; Learner Engagement; Test Preparation; Research Papers (Students); Learning Strategies; Models; Behavior Change; Attitude Change; Student Attitudes; Student Centered Learning; Study Habits; Identification; Student Participation; Student Surveys + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; STEM; Schulische Motivation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Analogiemodell; Attitudinal change; Einstellungsänderung; Schülerverhalten; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Study behavior; Study behaviour; Studienverhalten; Identifikation; Identifizierung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schülerbefragung
Abstract	What motivates and demotivates students in their engagement in at-home work for high-stakes assignments, such as test preparation and writing and revising papers? This paper outlines a student-centered method to identify learning strategies students actually use and obstacles students actually face compared to what is reported in the literature. This method provides awareness and agency of strategies and obstacles to attempt to change student behavior and perceptions. The three research goals were 1) identifying learning strategies and obstacles with a user-centered design method, 2) mapping the strategies and obstacles to the Expectancy-Value-Cost Model (EVC Model) of motivation theory, and 3) noting the effectiveness of those strategies and obstacles and reporting the results to students in between major class assessments. Our results show that that across Science, Technology, Engineering, and Mathematics (STEM) disciplines and student levels, students use and encounter similar strategies and obstacles. (As Provided).
Anmerkungen	Institute for STEM Education and Research. P.O. Box 4001, Auburn, AL 36831. Tel: 334-844-3360; Web site: http://www.jstem.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01