Between deep and surface: procedural approaches to learning in engineering education contexts
Between deep and surface: procedural approaches to learning in engineering education contexts
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深层与表面之间：工程教育背景下的程序性学习方法
DOI：
10.1080/0307507042000261571
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发表时间：
2004
影响因子：
4.2
通讯作者：
D. Marshall
中科院分区：
文献类型：
--
作者：
Jennifer Case *;D. Marshall
本文介绍了两种学习方法（除了经典的深度和表面的方法），在工程背景下的学生学习的研究中确定。第一项研究确定了英国一组工程基础课程学生的“程序深度”方法，而第二项研究确定了南非化学工程二年级学生的“程序表面”（最初称为算法）方法。这两种方法都涉及一种专注于解决问题的策略，但它们分别有深层和表层意图（前者涉及理解的意图，后者则没有）。从这两项研究中可以清楚地看到，学生使用的方法是适应特定的课程背景，并建议，对程序的深层目标的课程重点可能会排除通过一个深的方法。
This article describes two approaches to learning (in addition to the classic deep and surface approaches) identified in studies of student learning in engineering contexts. The first study identified the ‘procedural deep’ approach in a group of engineering foundation programme students in the UK, while the second study identified the ‘procedural surface’ (originally termed algorithmic) approach amongst second‐year South African chemical engineering students. Both these approaches involve a strategy of focusing on problem solving, but they have respectively deep and surface intentions (the former involving the intention to understand and the latter not). From both studies it was clear that the approaches students use are adaptations to particular course contexts, and it is suggested that a course focus towards a procedural deep objective might preclude the adoption of a deep approach.