A Narrative-Style Exploration of Undergraduate Engineering Students’ Beliefs about Smartness and Identity
A Narrative-Style Exploration of Undergraduate Engineering Students’ Beliefs about Smartness and Identity
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本科工科学生关于智能和身份信念的叙事式探索
DOI：
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发表时间：
2019
期刊：
影响因子：
--
通讯作者：
R. Kajfez
中科院分区：
文献类型：
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作者：
A. Kramer;Cassie Wallwey;Genevieve Thanh;E. Dringenberg;R. Kajfez
这篇完整的研究论文报告了一项关于本科工程专业学生对聪明和身份的信念的叙述式研究的结果。现有的研究表明，聪明和能力的概念影响学生，因为他们在大学水平的工程导航。通过我们的工作，我们旨在更好地了解这些结构之间的微妙互动，以更好地支持学生通过他们的本科经历。在这项工作中，我们利用叙事式访谈来收集学生关于他们在学校的经历和斗争的故事。面试进行了7名参与者，他们都表示在招聘调查，他们经历了学术斗争，在他们的第一年的本科工程项目。我们使用三个限制来分析访谈，并开发了一个阻力部分，分析备忘录和主题分析来识别涌现的主题。通过我们的分析，我们的目的是解决研究问题：本科工程专业的学生如何描述他们的教育轨迹方面的信仰聪明和身份？这项研究的三个主要发现是：1。教育系统中关于聪明的信息对学生的聪明身份和关于聪明的信念有影响。社会经验对聪明的认同和信念有显著的影响，尤其是对女生。学生认识到能力的规范性指标的局限性并形成了对这些指标的抵制（即，GPA）。我们的研究有助于更全面地了解本科工程专业学生的教育轨迹中关于聪明和身份的信念的形成沿着洞察关于聪明和身份的信念之间的复杂相互作用。这项研究的一个意义是，鉴于普遍存在的身份和信仰的聪明，他们几乎从来没有明确解决在正式的本科工程教育，因此，工程教育专业人员应考虑在开发本科工程课程和课程。
This Full Research Paper reports findings from a narrative-style study about undergraduate engineering students’ beliefs about smartness and identity. Extant research has demonstrated that conceptions of smartness and ability impact students as they navigate engineering at the collegiate level. Through our work, we aimed to better understand the nuanced interaction between these constructs to better support students through their undergraduate experience. For this work, we utilized narrative-style interviews to collect students’ stories about their experiences and struggles in school. Interviews were conducted with seven participants, all of whom indicated on a recruitment survey that they had experienced academic struggle in their first year of an undergraduate engineering program. We analyzed the interviews using three-limits of-and developed a resistance part analytical memos and thematic analysis to identify emergent themes. Through our analysis, we aimed to address the research question: How do undergraduate engineering students describe their educational trajectories with respect to beliefs about smartness and identity?Three major findings of this study are; 1.) messages about smartness in educational systems have implications for students’ identity as smart and beliefs about smartness, 2.) social experiences have a significant impact, particularly for the female students, on identity and beliefs about smartness, and 3.) students recognize the limits of-and developed a resistance to-normative indicators of ability (i.e., GPA). Our research contributes a more holistic understanding of the formation of beliefs about smartness and identity in the educational trajectories of undergraduate engineering students along with insight into the complex interaction between beliefs about smartness and identity. An implication of this study is that given the pervasiveness of identity and beliefs about smartness, they are almost never explicitly addressed in formal undergraduate engineering education and therefore should be considered by engineering education professionals when developing undergraduate engineering courses and curricula.
验证访谈协议以探索学生对智力的信念
DOI：
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发表时间：
2018
期刊：
ASEE annual conference & exposition proceedings
影响因子：
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作者：
Adams, Allison;Betz, Amy Rachel;Dringenberg, Emily
通讯作者：
Dringenberg, Emily