AC 2012-4668: A FIRST STEP IN THE INSTRUMENT DEVELOPMENT OF ENGINEERING-RELATED BELIEFS QUESTIONNAIRE
AC 2012-4668: A FIRST STEP IN THE INSTRUMENT DEVELOPMENT OF ENGINEERING-RELATED BELIEFS QUESTIONNAIRE
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AC 2012-4668：工程相关信念问卷工具开发的第一步
DOI：
10.18260/1-2--20804
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发表时间：
2012
期刊：
影响因子：
--
通讯作者：
Johannes Strobel
中科院分区：
文献类型：
--
作者：
J. H. Yu;Johannes Strobel
新知识、技能和倾向的获得被认为是一个变化的过程，主要受学习者的信念（即特定领域信念、认识论信念和本体论信念）和学习环境的丰富性的影响。以前的研究人员已经注意到学生对知识的信念对他们的学习和解决问题的影响，特别是在数学，科学和物理方面，但很少有研究来研究工程中的类似关系。在本文中，我们认为这种研究的重要性，并提出了一个概念框架的工程相关的信念，作为一个重要的第一步。本研究旨在编制一个具有良好心理测量学特性的工程信念问卷。首先，工程相关的信念的性质进行了定义和描述，包括他们如何可能会影响学生的学习和解决问题。第二，确定相关的工具和研究文献，构建了第一版的工程相关信念问卷。第三，通过内容效度检验，探讨了建构定义的关键步骤和建构内容域的划分。对于工程认知信念，五个相关的结构：工程知识，技能，态度，身份和价值观。对于工程认识论信念，揭示了四个相关的结构：工程知识的确定性，工程知识的简单性，工程知识的来源，和工程知识的理由。对于工程本体论信念，揭示了三个相关的结构：权力塑造工程师的方式（即社会如何创造工程价值），工程师看待自己的方式，以及他们看待自己作为工程师的角色的方式。需要在工科学生群体中进一步测试该仪器，以开发仪器的最终版本。
Acquisition of new knowledge, skills, and dispositions is recognized as a process of change, largely influenced by learners’ beliefs (i.e. domain-specific beliefs, epistemological beliefs, and ontological beliefs) and the richness of their learning environment. Previous researchers have noted the influence of students’ beliefs about knowledge on their learning and problem-solving specifically in math, science, and physics, yet little research has been done to examine a similar relationship in engineering. In this paper, we argue for the importance of such research and present a conceptual framework of engineering-related beliefs, as a vital first step. The purpose of this study is to develop a reliable and valid measure of Engineering-related Beliefs Questionnaire with desirable psychometric properties. First, the nature of engineering related beliefs were defined and described, including how they are likely to impact students’ learning and problem-solving. Second, relevant instruments and research pieces were identified to construct a first version of Engineering-related Beliefs Questionnaire. Third, content validity test was conducted to discuss the critical steps of construct definition and delineation of the construct’s content domain. For Engineering Epistemic Beliefs, five relevant constructs were revealed: engineering knowledge, skills, attitudes, identity, and values. For Engineering Epistemological Beliefs, four relevant constructs were revealed: certainty of engineering knowledge, simplicity of engineering knowledge, source of engineering knowledge, and justification for engineering knowing. For Engineering Ontological Beliefs, three relevant constructs were revealed: the ways that power shapes engineers (i.e. how society creates values of engineering), the ways engineers see themselves, and the ways they perceive their roles as engineers. Further testing of the instrument in engineering student population is needed to develop the final version of instrument.