Engagement of Undergraduate STEM Students: The Influence of Non-Routine Problems

Autor/inn/en	Evans, Tanya; Klymchuk, Sergiy; Murphy, Priscilla E. L.; Novak, Julia; Stephens, Jason; Thomas, Mike
Titel	Engagement of Undergraduate STEM Students: The Influence of Non-Routine Problems
Quelle	In: Higher Education Research and Development, 41 (2022) 1, S.146-162 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Evans, Tanya) ORCID (Klymchuk, Sergiy) ORCID (Murphy, Priscilla E. L.) ORCID (Stephens, Jason) ORCID (Thomas, Mike)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2020.1835838
Schlagwörter	STEM Education; Learner Engagement; Abstract Reasoning; Critical Thinking; Creative Thinking; Lecture Method; Teaching Methods; Undergraduate Students; Problem Based Learning; Self Efficacy; Student Interests; Value Judgment; Student Attitudes; College Faculty; Teacher Attitudes; Cooperative Learning; Cognitive Ability; Thinking Skills; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? STEM; Abstraktes Denken; Denken; Kritisches Denken; Kreatives Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Problem-based learning; Problemorientiertes Lernen; Self-efficacy; Selbstwirksamkeit; Studieninteresse; Werturteil; Schülerverhalten; Fakultät; Lehrerverhalten; Kooperatives Lernen; Denkfähigkeit; Ausland; Neuseeland
Abstract	This study describes an intervention that introduced a period of solving non-routine problems into tertiary STEM lectures. The aim was twofold: to attempt to increase student engagement and to introduce them to the kind of domain-free abstract reasoning that involves critical, creative and innovative thinking. The study involved over 600 STEM participants in five lecture classes from three tertiary institutions. The results show that a style of lecture delivery that utilises the inherent engagement effect of non-routine problems can have a positive influence on student engagement -- the effect that extends to a group of students who are conformed to type on many measures, including low-achievement. This is supported by evidence from different sources, including data from naturalistic observations conducted in lectures before, during, and after the intervention delivery; cross-sectional survey data at the start and the end of the semester; and interview data from the participant lecturers. The intervention is amenable to scaling up with a relatively small development investment and easily transferable to other tertiary STEM courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01