Defining and Measuring Engagement and Learning in Science: Conceptual, Theoretical, Methodological, and Analytical Issues
Defining and Measuring Engagement and Learning in Science: Conceptual, Theoretical, Methodological, and Analytical Issues
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DOI：
10.1080/00461520.2015.1004069
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发表时间：
2015-01-02
影响因子：
8.8
通讯作者：
Azevedo, Roger
中科院分区：
文献类型：
--
作者：
Azevedo, Roger
参与度是教育、学习、教学和心理科学中最广泛被滥用和过度泛化的概念之一。本期特刊中的文章代表了广泛的传统，并突出了与定义和衡量参与度有关的几个关键的概念、理论、方法和分析问题。撰稿人举例说明的所有方法都展示了对参与进行概念化和衡量的不同方法，并展示了每种方法的优点和缺点，以显著增强我们目前对参与的理解。尽管本期特刊的作者和我的评论中提出了许多问题，但我认为，关注过程数据将导致模型、理论、方法、分析技术的进步，并最终为有效吸引学生参与的学习环境提供教学建议。
Engagement is one of the most widely misused and overgeneralized constructs found in the educational, learning, instructional, and psychological sciences. The articles in this special issue represent a wide range of traditions and highlight several key conceptual, theoretical, methodological, and analytical issues related to defining and measuring engagement. All the approaches exemplified by the contributors show different ways of conceptualizing and measuring engagement and demonstrate the strengths and weaknesses of each method to significantly augment our current understanding of engagement. Despite the numerous issues raised by the authors of this special issue and in my commentary, I argue that focusing on process data will lead to advances in models, theory, methods, analytical techniques, and ultimately instructional recommendations for learning contexts that effectively engage students.