Impact of Teaching Style on Student Learning and Satisfaction in Statics Courses
Impact of Teaching Style on Student Learning and Satisfaction in Statics Courses
复制标题
教学风格对静力学课程学生学习和满意度的影响
DOI：
10.18260/p.24227
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发表时间：
2015
期刊：
影响因子：
56.9
通讯作者：
A. Bielefeldt
中科院分区：
文献类型：
--
作者：
Rebecca Komarek;A. Bielefeldt
本研究旨在探讨静力学课程教学方法与学生学习满意度的关系。本研究探讨三位不同教师所教授的大专级静力学课程的教学方法。教学方法从相当标准的讲座与大量的例子问题在课堂上工作翻转类是高度互动。教师访谈和学生焦点小组提供了从这两个角度对课程的见解。学生采取了静态概念清单，以衡量基于主题的知识，以及他们的学习收获的独立自我评估。结果显示，教学方法和学生理解的静态概念之间没有明确的联系，但确实显示出学生更喜欢更活跃，以学生为中心的课堂。教师的采访显示了一种基于个人哲学的教学趋势，即他们的努力将如何影响学生的学习。这些初步结果作为初步了解教师和学生的观点，工程科学课程是典型的大二在工程。
The purpose of this study was to explore relationships between teaching methods and students’ learning and satisfaction in statics courses. This study explored the teaching methods that were used in sophomore-level statics courses taught by three different instructors. The teaching methods ranged from fairly standard lecture with numerous example problems worked during class to flipped class that was highly interactive. Faculty interviews and student focus groups provided insight into the course from both perspectives. Students took a statics concept inventory to gauge topic-based knowledge as well as a separate self-assessment of their learning gains. Results show no clear link between instructional methods and student understanding of statics concepts but do show a student preference for the more active, student-centered classrooms. Faculty member interviews showed a trend toward teaching based on personal philosophy of how their efforts will affect student learning. These preliminary results serve as initial insight into faculty and student perspectives of the engineering science courses that are typical of the sophomore year in engineering.