A case study of undergraduate engineering students' computational literacy and self-beliefs about computing in the context of authentic practices
A case study of undergraduate engineering students' computational literacy and self-beliefs about computing in the context of authentic practices
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真实实践背景下工科本科生的计算素养和计算自信的案例研究
DOI：
10.1016/j.chb.2016.03.025
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发表时间：
2016
期刊：
影响因子：
--
通讯作者：
Michael J. Reese
中科院分区：
文献类型：
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作者：
Alejandra J. Magana;M. Falk;Camilo Vieira;Michael J. Reese
与计算相关专业相比，工程专业的学生传统上不会在真实的学习体验中学习计算，即，在他们的学科中的实际应用。本文确定的影响，提供真实的学习经验的锚定教学形式对学生的自我信念和他们的能力，利用计算，以获得学科概念，在随后的计算为基础的工程课程的计算。该案例研究包括130名学生，他们有不同的编程准备（真实的或传统的），他们接触到计算学习模块。成就情绪的控制价值理论是指导本研究评价的概念框架。措施包括学生的自我信念，如控制和价值评价，以及他们与学业成绩的关系。结果表明，在真实的工程背景下提出的编程准备提供了一个重要的基础，超越了增加学生的控制自我信念。这种准备似乎有效地使学生能够利用计算实践，以获得学科概念。对教学的影响涉及到整合计算更快，更频繁，在本科工程课程的学科背景下。对学习的影响涉及培养工程计算素养的指导下锚定指令，以支持学科问题的解决。
Engineering students, as compared to computing-related majors, are not traditionally introduced to computing in the context of authentic learning experiences, i.e., real-world applications within their discipline. This paper identifies the impact of computation delivered by authentic learning experiences in the form of anchored instruction on students' self-beliefs and their capacity to leverage computation to acquire disciplinary concepts in subsequent computationally-based engineering coursework. This case study included 130 students with different programing preparation (authentic or traditional), who were exposed to computational learning modules. Control-Value Theory of Achievement Emotions is the conceptual framework that guided the evaluation of this investigation. Measures included student self-beliefs such as control and value appraisals, and their relationship with academic performance. Results suggest that programming preparation presented in an authentic engineering context provides an important foundation that goes beyond increasing students' control self-beliefs. This preparation seems to effectively enable students to leverage computational practices for the purpose of acquiring disciplinary concepts. Implications for teaching relate to the integration of computation sooner, more often and within a disciplinary context in the undergraduate engineering curriculum. Implications for learning relate to fostering engineering computational literacy guided by anchored instruction to support disciplinary problem solving.