A Pilot Study of Project-Based Learning in General Chemistry for Engineers
A Pilot Study of Project-Based Learning in General Chemistry for Engineers
复制标题
工程师普通化学项目式学习的试点研究
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
P. Brucat
中科院分区：
文献类型：
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作者：
Kent J. Crippen;Chang;Treavor H. Boyer;T. D. Torres;M. Korolev;P. Brucat
如果不解决根深蒂固的学生保留问题，工程教育就无法满足全球化、多元化和知识型社会的需求。 Change Chem 是一种课程改革模式，旨在解决新生，特别是传统上代表性不足的学生群体的这一问题。本文报道了Change Chem的一项试点研究，该研究利用基于问题的协作学习和模型引发活动来改造普通化学的讨论部分，以更好地留住工程专业的新生。该研究涉及准实验设计，其中包括治疗（即改革课程）和比较条件（即一切照旧），并在两个学期的时间内完成。在这两门课程中，有 530 名学生同意参加。在课程水平上比较参与者的结果（治疗组与对照组）。此外，女学生和被归类为代表性不足的少数族裔的学生被确定为一个群体（即目标群体），以便可以在课程中比较他们的结果（治疗与比较）。第一门课程结束后，所有小组的学习感知都有所提高，但比较条件下的学生成绩更高。使用 Change Chem 的学生的自我效能感和专业毅力有所下降。在第二个课程之后，Change Chem 在所有变量上的表现等于或优于比较。事实上，Change Chem 小组在三个关键变量上有所提高：对学习的看法、对数学和科学能力的信心以及对基于项目的学习的接触。这可能表明治疗效果需要更长的持续时间。这些结果表明，Change Chem 支持所有学生的学习和动力，这是长期保留的重要因素。讨论了模型的额外重新设计和进一步研究的计划。
Engineering education cannot expect to meet the demands of a global, diverse, and knowledge-based society without addressing the well-established issue of student retention. Change Chem is a curriculum reform model created to address this issue for freshman, in particular, traditionally underrepresented student groups. This paper reports on a pilot study of Change Chem, which uses collaborative problem-based learning with model-eliciting activities to transform the discussion section of general chemistry so as to better retain freshman who are engineering majors. The study involved a quasi-experimental design with a treatment (i.e. reformed curriculum) and comparison condition (i.e. business as usual) that was completed over a two-semester sequence. Across the two courses, 530 students consented to participation. Participant outcomes were compared at the course level (treatment group vs. comparison group). In addition, female students and students who were classified as underrepresented ethnic minorities were identified as a single group (i.e. target group) so that their outcomes could be compared across the courses (treatment vs. comparison). After the first course, all groups gained in their perception of learning, but students in the comparison condition had higher grades. Selfefficacy and professional persistence decreased for students using Change Chem. After the second course, Change Chem performed equal to or better than the comparison on all variables. In fact, the Change Chem group increased in three key variables: perception of learning, confidence in their math and science abilities and exposure to project-based learning. This may suggest a treatment effect that requires a longer duration. These results indicate that Change Chem supports learning and motivation for all students, important elements for long-term retention. Plans for additional re-design of the model and further study are discussed.