Discovering Upper-Division Students’ Cognitive Engagement Across Engineering Courses—An Interpretive Phenomenological Analysis Approach
Discovering Upper-Division Students’ Cognitive Engagement Across Engineering Courses—An Interpretive Phenomenological Analysis Approach
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发现高年级学生在工程课程中的认知参与度——一种解释性现象学分析方法
DOI：
10.21061/see.5
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发表时间：
2020
期刊：
影响因子：
--
通讯作者：
Shane A. Brown
中科院分区：
文献类型：
--
作者：
A. Barlow;Shane A. Brown
背景：工程教育研究一直声称，学生的认知投入与学习结果有关，并会受到教学策略的影响。然而，很少有研究描述学生在参与课程时的细微差别，以及环境如何在塑造这种参与中发挥作用。目的/假设：我们的研究试图了解高年级的土木工程专业学生在他们的工程课程中是如何参与的。我们用个体的经验来解释样本是如何根据情境做出参与决策的。设计/方法：在设计研究、收集数据和解释研究结果时，我们使用解释现象学分析(IPA)作为总体指导。我们以五名工科学生为样本，进行了半结构式访谈。为了探索参与者的参与度背景和体验，我们使用提示来讨论随时间推移的参与度。面试进一步讨论了他们在上一学期的工程课程中的参与情况。在分析中，我们从每个参与者的个人经历中生成主题。随着这些主题的结合，我们开发了将个人的经历与更大的整体联系起来的超级主题。结果：通过分析和解释，我们形成了以下上位主题：参与机会行为--为深度认知参与创造更多或更少机会的行为；为未来参与--对生成的未来自我进行自我展望以确定有意义和适用的课程；以及参与课程情境--调整认知参与以反映教师的参与立场。结论：我们认为我们的发现表明了学生认知投入的可塑性，特别是在与教师等权威人物的关系中。虽然个人价值观和未来目标确实是参与者参与决策的因素，但所有参与者都受到课堂环境的影响。这项工作为教师利用循证教学实践培养最大限度地发挥学生参与潜力的学习环境的重要性提供了证据。
Background: Engineering education research has consistently purported that student cognitive engagement is tied to learning outcomes and can be influenced by pedagogical strategies. Yet, there is little research describing the nuanced experience of students as they engage with their courses and how context plays a role in shaping this engagement. Purpose/Hypothesis: Our research seeks to understand how upperclassman civil engineering students are engaged across their engineering courses. We use the experience of individuals to explain how the sample made contextual decisions of engagement. Design/Method: We used Interpretive Phenomenological Analysis (IPA) as the overarching guide when designing the study, collecting data, and interpreting findings. We recruited an appropriate sample of five engineering students to participate in a semi-structured interview. To explore participants’ engagement context and experience, we used prompts to discuss engagement generally over time. The interview progressed to a discussion of engagement specifically in their engineering courses from the previous term. In analysis, we generated themes from each participant’s individual experience. As these themes coalesced, we developed super-ordinate themes that connected the experiences of individuals to the larger whole. Results: Through analysis and interpretation, we developed the following super-ordinate themes: Behaviors for Engagement Opportunity—actions that created more or fewer chances for deep cognitive engagement, Engagement for the Future Self—looking to the generated future self to determine meaningful and applicable curriculum, and Engagement in Course Context—adjusting cognitive engagement to mirror the engagement stance of instructors. Conclusions: We view our findings as indicative of the malleable nature of student’s cognitive engagement, particularly in relationship to authority figures such as instructors. While personal values and future goals were indeed factors in participants’ engagement decisions, all participants were impacted by their classroom context. This work builds evidence for the importance of instructors utilizing evidence-based instructional practices to cultivate learning environments that maximize students’ engagement potential.
正念方法论：关于将解释性现象学分析应用于工程教育研究的透明对话
DOI：
--
发表时间：
2017
期刊：
ASEE Annual Conference & Exposition
影响因子：
--
作者：
Kirn, A.;Godwin, A.;Cass, C.;Ross, M.S.;Huff, J.L.
通讯作者：
Huff, J.L.
探索在文化实践冲突的领域中使用解释现象学分析的张力
影响因子：
19
作者：
Kirn, Adam;Huff, James L.;Godwin, Allison;Ross, Monique;Cass, Cheryl
通讯作者：
Cass, Cheryl