The Impact of New Learning Environments in an Engineering Design Course

Autor/inn/en	Dinsmore, Daniel L.; Alexander, Patricia A.; Loughlin, Sandra M.
Titel	The Impact of New Learning Environments in an Engineering Design Course
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 36 (2008) 5-6, S.375-393 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-008-9061-x
Schlagwörter	College Seniors; Academic Achievement; Engineering; Educational Environment; Higher Education; Student Participation; Pretests Posttests; Peer Groups; Cooperation; Student Development + Suchen Sie Ihr Suchwort? College; Colleges; Senior; Hochschule; Fachhochschule; Schulleistung; Maschinenbau; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Gleichaltrigengruppe; Peer Group; Co-operation; Kooperation
Abstract	In this study, we investigated the effects of students' participation in a collaborative, project-based engineering design course on their domain knowledge, interests, and strategic processing. Participants were 70 college seniors working in teams on a design project of their choosing. Their declarative, procedural, and principled knowledge, along with their domain interest and their interest in select roles within that domain were tested at the outset of the semester and at its conclusions. Findings indicated that this course contributed to a rise in students' declarative knowledge, but not their procedural or principled knowledge of engineering design. Further, there was no significant change in students' personal interest in the domain over the semester, and their role interests were not associated with their demonstrated knowledge in the field at posttest. Implications for the perceived effectiveness of learning environments consisting of peer collaboration and relevant problems on students' academic development are considered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10