Enhancing Entrepreneurship Education in Engineering Students to Increase Their Metacognitive Abilities: Analysis of Student Self-Assessments
Enhancing Entrepreneurship Education in Engineering Students to Increase Their Metacognitive Abilities: Analysis of Student Self-Assessments
复制标题
加强工科学生创业教育，提高其元认知能力：学生自我评价分析
DOI：
10.5755/j01.ee.26.3.5283
复制
发表时间：
2015
期刊：
影响因子：
--
通讯作者：
U. Venesaar
中科院分区：
文献类型：
--
作者：
Han Ling;U. Venesaar
人们普遍认为，工程专业毕业生仅具备特定学科的专业知识是不足以获得成功的职业生涯的。因此，提高一个人将知识应用到以变化、复杂和不确定为特征的现实世界环境中的能力变得越来越重要。正在进行的科学讨论通过分享教育中元认知能力发展的重要性来解决这个问题，从而促进工程专业学生的创业和就业能力。这可以通过在大学中适当集中和系统的创业教育项目来实现，而这些项目的目标是帮助学生为未来的创业生活做好准备。此外，人们承认，任何人都应该能够从创业教育项目中受益，即使不是自己创业，因为重点是提高创造力、自我效能感、系统思维、对机会的认识和学会学习。因此，了解自己所知道的并了解如何控制自己的学习的人也更有可能了解如何应用他们所学到的知识。本文旨在通过创业教育对工科学生元认知能力的培养进行进一步的科学探讨，并为创业课程的开发提供建议，以提高学生的元认知能力和意识水平。以往关于元认知的研究主要集中在对元认知的组成要素进行理论界定，解释元认知意识与创业倾向的关系，以及元认知在学习中的重要性。与此同时，必要的经验证据的数量仍然有限。本研究旨在对不同个人特征、不同学习水平、不同学科的学生元认知能力自我评价进行实证分析。本研究采用李克特量表进行定量调查。采用线性统计分析的方法评价学生的元认知能力水平，采用k -均值聚类法区分优等生和低等生群体。研究结果证实，在规划创业课程时，需要考虑不同学习水平和学科的学生在元认知意识方面的差异和不足。本文旨在从提高学生元认知能力的薄弱环节入手，为创业教育课程的发展做出贡献。此外，研究认为，学习环境和学生的动机问题是设计创业课程时需要考虑的重要因素。DOI: http://dx.doi.org/10.5755/j01.ee.26.3.5283
It has been widely accepted that the discipline-specific professional knowledge of engineering graduates alone is not sufficient for a successful career. Thus, it is becoming increasingly important to enhance also the abilities of a person to apply the knowledge into the real-world environments, characterized by change, complexity and uncertainty. The on-going scientific discussion has addressed this by sharing an importance of development of meta-cognitive abilities in education, enabling to foster entrepreneurship and employability of engineering students. This can be achieved thru appropriately focused and systematic entrepreneurship education programs in universities, while the goal of such programs is to facilitate students’ preparedness for an enterprising life in the future. Moreover, it is acknowledged that any person should be able to benefit from entrepreneurship education programs even if not starting their own company, as the focus is on increasing the creativity, self-efficacy, systematic thinking, awareness about opportunities and learning to learn. Hence, persons who understand what they know and understand how to control their own learning are also more likely to understand how to apply what they have learned. The aim of the current paper is to further develop the scientific discussion on the development of metacompetencies of engineering-students through entrepreneurship education, with an emphasis towards metacognition and providing suggestions for the development of entrepreneurship courses with the aim of increasing the level of metacognitive abilities and awareness of students. Previous research on metacognition has largely concentrated on theoretically defining components of metacognition, explaining the relationship between the metacognitive awareness and propensity to start entrepreneurial careers, as well as on the importance of metacognition in learning. At the same time the amount of necessary empirical evidence is still limited. Current research is an attempt to contribute into the empirical analysis of self-assessment of metacognitive abilities of students with different personal characteristics, study level and disciplines. The study includes a quantitative survey using Likert scale. The results have been analysed with the means of linear statistical analysis for evaluating the level of students’ metacognitive abilities and K-means clustering method for identifying groups of high- and low-achieving students. The results of study have confirmed that the differences and weaknesses in metacognitive awareness of students from different study levels and disciplines need to be considered when planning entrepreneurship courses. The article is contributing to the development of the courses of entrepreneurship education based on improving the weakest components of students’ metacognitive abilities. In addition, the study contends that the issues of study environment and motivation of students are important factors to consider when designing entrepreneurship courses. DOI: http://dx.doi.org/10.5755/j01.ee.26.3.5283