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Autor/inn/en | Evans, Tanya; Klymchuk, Sergiy; Murphy, Priscilla E. L.; Novak, Julia; Stephens, Jason; Thomas, Mike |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |