Literaturnachweis - Detailanzeige
| Autor/inn/en | Lee, Chorong; Cho, Hyun Jin; Melloch, Michael R.; Levesque-Bristol, Chantal |
|---|---|
| Titel | What Worked for the Engineering Students to Learn? Students' Learning Experiences through Concept-Point-Recovery |
| Quelle | In: European Journal of Engineering Education, 47 (2022) 6, S.1243-1259 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Levesque-Bristol, Chantal) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0304-3797 |
| DOI | 10.1080/03043797.2022.2147051 |
| Schlagwörter | Engineering Education; Learning Experience; Teaching Methods; Error Correction; Misconceptions; Problem Solving; Personal Autonomy; Test Anxiety; Teacher Role; Active Learning; Student Experience; Undergraduate Students |
| Abstract | Although testing is used mainly for assessing student learning, a new teaching strategy called concept-point recovery (CPR) makes testing a learning opportunity for engineering students to review errors and misconceptions. CPR allows students to regain points by reviewing wrong answers and explaining the solution process to the instructor to demonstrate understanding. The aim of this study is to explore students' perspectives on which aspects of CPR influence their learning experience using self-determination theory (SDT). Four categories were uncovered from the thematic analysis of eleven participants' interview data: (a) CPR as a tool to gain in-depth understanding; (b) autonomy in a supportive learning environment; (c) a less stressful test-taking environment; and (d) the importance of the instructor's role. The findings from this study support the literature and suggest that actively engaging engineering students in CPR encouraged them to regulate motivation and strive to learn difficult material. (As Provided). |
| Anmerkungen | Taylor & Francis. 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 |
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