A tool to measure adaptive expertise in biomedical engineering students
A tool to measure adaptive expertise in biomedical engineering students
复制标题
衡量生物医学工程学生适应性专业知识的工具
DOI：
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发表时间：
2001
期刊：
影响因子：
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通讯作者：
P. Peterson
中科院分区：
文献类型：
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作者：
F. Fisher;P. Peterson
虽然工程课程必须继续涵盖尽可能广度和深度的内容信息，但这些课程也可以在鼓励和培养额外的性格方面发挥积极作用，以帮助毕业生适应他们的职业生涯。我们将适应性专家定义为拥有专家的内容知识的个人，但他还表现出特定的认知倾向，以增强和增强他们有效利用和扩展其内容知识的能力。我们已经确定了构成适应性专业知识基础的四个主要结构（多重视角、元认知、目标和信念以及认识论）。我们报告了一项调查，旨在衡量三个目标工程人群（新生、大四学生和教员）的适应性品质。我们还提供了与调查结合进行的初步访谈数据，以深入了解本科工程专业学生如何体现这种适应性。
While engineering programs must continue to cover the maximum breadth and depth of content information possible, these programs can also take an active role in encouraging and fostering additional dispositions to help their graduates adapt to their professional career. We define an adaptive expert as an individual who possesses the content knowledge of an expert, but who in addition displays specific cognitive dispositions that augment and enhance their ability to effectively utilize and extend their content knowledge. We have identified four main constructs (multiple perspectives, metacognition, goals and beliefs, and epistemology) which form the foundation of adaptive expertise. We report on a survey developed to measure these qualities of adaptiveness in three target engineering populations (freshmen, senior, and faculty). We also present preliminary interview data conducted in conjunction with the survey to provide insight as to how this adaptiveness is manifest in undergraduate engineering students.