Using discourse analysis to understand "failure modes" of undergraduate engineering teams
Using discourse analysis to understand "failure modes" of undergraduate engineering teams
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利用话语分析理解本科工程团队的“失败模式”
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
Veronica Darer
中科院分区：
文献类型：
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作者：
Ryan Eggert;Aditi Joshi;S. Mehrotra;Y. Zastavker;Veronica Darer
近年来，工程教育越来越强调团队合作，以解决“真实的世界”的问题。然而，团队合作作为一种教育工具受到了质疑。我们的研究旨在了解团队话语如何构建一个独特的团队文化，建立在团队合作过程的早期阶段。我们调查了四个男女同校的团队的一年级工程专业的学生在介绍设计课程。语篇分析被用来将团队讨论分解成可数的单元，以便进行定量和定性分析。我们发现，尽管先发制人的团队相关的干预性别角色分化和追求个人学习目标的重要性，所有四个团队面临的挑战，在合作过程的前几个星期内共同构建的知识。需要仔细的教师脚手架，以支持整个团队合作过程中的团队形成和成熟，以促进成功沟通的发展。我们讨论了四个“故障模式”在这项研究中遇到的模型，并提出可能的干预措施。
In recent years, engineering education has been increasingly emphasizing teamwork to solve "real world" problems. However, teamwork as an educational tool has been called into question. Our study seeks to understand how team discourse constructs a unique team culture, established in the early stages of the teaming process. We investigated four co-ed teams of first-year engineering students in an introductory design course. Discourse analysis was used to break team discussions down into countable units for quantitative and qualitative analysis. We found that despite the preemptive team-related intervention regarding gendered role differentiation and the importance of pursuing individual learning goals, all four teams faced challenges in co-constructing knowledge within the first few weeks of the teaming process. Careful faculty scaffolding is needed to support team formation and maturation throughout the entire teaming processes to foster development of successful communication. We discuss the four "failure modes" encountered in this study as models-in-use and propose possible intervention approaches.