Students’ Task Understanding during Engineering Problem Solving in an Introductory Thermodynamics Course
Students’ Task Understanding during Engineering Problem Solving in an Introductory Thermodynamics Course
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学生在热力学入门课程中解决工程问题时的任务理解
DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
A. Febrian
中科院分区：
文献类型：
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作者：
O. Lawanto;A. Minichiello;J. Uziak;A. Febrian
理解问题或任务是任何解决问题活动的关键步骤，也是自我调节学习的核心。当遇到问题时，学生利用环境中可用的信息以及从先前的学习经验中获得的知识、概念和感知来解释任务的要求。因此，对任务的解释是学习时设定的目标、为实现这些目标而选择的策略以及用于自我评估和评价结果的标准的关键决定因素。本研究的目的是更好地了解工程学生在工程热力学入门课程中解决问题时在任务解释过程中的自我调节。两个研究问题指导了这项研究：（1）教师和学生对解决问题的任务的解释（显性和隐性任务特征）之间存在哪些差距（如果有的话）？ （2）学生对自己的问题解决过程进行自我评价后，他们的任务解释（显性的和隐性的）会发生怎样的变化？一百一十二（112）名二年级工程本科生自愿参加了这项研究。对收集的数据的分析显示，教师和学生对指定问题的任务解释存在显着差异。此外，分析表明，学生识别问题任务的显性部分的能力高于隐性任务。在参与解决问题的活动时，学生能够分别掌握 63% 至 77% 和 39% 至 49% 的显性信息和隐性信息。
Understanding problems or tasks is a critical step in any problem-solving activity and the heart of self-regulated learning. When encountering a problem, students draw upon information available in the environment, along with knowledge, concepts, and perceptions derived from prior learning experiences, to interpret the demands of the task. Interpretation of tasks is, therefore, a key determinant of the goals set while learning, strategies selected to achieve those goals, and the criteria used to self-assess and evaluate outcomes. The purpose of this study is to better understand engineering students’ self-regulation in task interpretation processes while engaged in problem solving in an introductory engineering thermodynamics course. Two research questions guided the study: (1) What are the gaps, if any, between the instructor’s and students’ interpretation (explicit and implicit task features) of a problem-solving task?; and (2) How do students’ task interpretation (explicit and implicit) change after engaging in self-evaluation of their problem-solving processes? One hundred twelve (112) second year engineering undergraduates voluntarily participated in the study. Analysis of the data collected revealed a significant difference between the instructor’s and students’ task interpretation of the assigned problems. Furthermore, the analysis showed that students’ had a higher ability to identify the explicit parts of problem tasks than implicit ones. Students were able to grasp 63 to 77 percent and 39 to 49 percent, respectively, of the explicit and implicit information that was presented to them while engaged in problem-solving activities.