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Reflection in engineering education: Advancing conversations

工程教育的反思：推进对话

基本信息

批准号：
1733474
负责人：
Jennifer Turns
金额：
$ 34.96万
依托单位：
University of Washington
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2017
资助国家：
美国
起止时间：
2017-09-01 至 2022-08-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1733474&HistoricalAwards=false
关键词：
Reflection engineering education Advancing conversations

项目摘要

Reflection, as a form of thinking, involves stepping out of a situation and creating knowledge. In an educational context, reflection plays a critical role in professional practice, learning from experience, and successful implementation of teaching methods such as active learning. In supporting student learning, educators can potentially improve and transform student learning through reflection activities. Reflection activities can be modest in terms of the amount of time required and thus can be added to existing instructional efforts to help magnify the impact of many types of educational activities and help individuals go beyond simply doing better. Reflection activities may be a significant tool in efforts to critically improve engineering education, address issues such as diversity and retention, and support learning goals such as innovation and global competencies. Yet, within engineering education, reflection and reflection activities are understudied. The proposed work will establish and refine instruments that will help educators and scholars better understand student engagement in reflection activities, specifically their reactions to engaging in reflection activities and their self-reported knowledge gains. These instruments will be critical for helping engineering educators bring reflection activities into their teaching through informed choices and creating opportunities for deeper and more nuanced scholarship on reflection activities. The intent of this study is to explore undergraduate engineering students' knowledge gains using a common approach so that reflection activities can be compared more readily. Another intent is to better understand student reactions to the reflection activities in a way that may serve many purposes such as interpreting study results and identifying ways to refine activities. A multi-week study with undergraduate engineering students culminating in interviews will capture students' perspectives when talking about reflection. These perspectives will be used to refine the conceptual models related to knowledge from and reactions to engaging in reflection activities. Usability studies of survey items and a principal component analysis will also be used to systematically develop and validate survey instruments. Finally, a study focusing on a selected reflection activity (e.g. exam wrappers) will be used for further survey validation. The proposed work features a systematic, rigorous process using best practices in survey instrument development, and in supporting educators in operationalizing learning goals through reflection activities. To this latter end, our proposed work includes both scholarly and practical dissemination.

反思，作为一种思维形式，涉及走出一种情境，创造知识。在教育背景下，反思在专业实践、从经验中学习以及成功实施主动学习等教学方法方面发挥着至关重要的作用。在支持学生学习方面，教育工作者可以通过反思活动潜在地改善和改变学生的学习。就所需时间而言，反思活动可以是适度的，因此可以添加到现有的教学努力中，以帮助扩大许多类型教育活动的影响，并帮助个人超越简单的做得更好。反思活动可能是努力从根本上改进工程教育、解决多样性和留存等问题以及支持创新和全球能力等学习目标的重要工具。然而，在工程教育中，对反思和反思活动的研究还很少。拟议的工作将建立和完善工具，帮助教育工作者和学者更好地了解学生对反思活动的参与，特别是他们对参与反思活动的反应和他们自我报告的知识收获。这些工具对于帮助工程教育者通过知情的选择将反思活动带入他们的教学中，并为更深入和更细微的反思活动的学术创造机会将是至关重要的。本研究的目的是探讨工科本科生的知识习得，以便更容易比较反思活动。另一个目的是更好地了解学生对反思活动的反应，以达到许多目的，例如解释学习结果和确定改进活动的方法。对工程学本科生进行的一项为期数周的研究，最终将在面试中捕捉学生在谈论反思时的观点。这些观点将被用来完善与参与反思活动的知识和反应有关的概念模型。还将利用调查项目的可用性研究和主成分分析来系统地开发和验证调查工具。最后，针对选定的反思活动(例如考试包装器)的研究将用于进一步的调查验证。拟议工作的特点是，在开发调查工具方面采用最佳做法，并在支持教育工作者通过反思活动实现学习目标方面采用了一个系统、严格的程序。为此，我们提议的工作包括学术传播和实践传播。

项目成果

期刊论文数量（8）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Four Complications in Designing a Validated Survey to Gather Information on Student Reactions to Reflection Activities

设计经过验证的调查以收集学生对反思活动反应的信息时存在四个复杂问题

DOI：
发表时间：
2020
期刊：
ASEE Conference Proceedings
影响因子：
0
作者：
Mejia, K.;Turns, J.;Roldan, W.
通讯作者：
Roldan, W.

Hope, Stress, Sketch & Kvetch: Emphasizing Caring through Reflection in Online Teaching in the Pandemic

希望、压力、素描

DOI：
发表时间：
2020
期刊：
Advances in engineering education
影响因子：
0
作者：
Atman, Cynthia J.
通讯作者：
Atman, Cynthia J.

Reflection in Engineering Education: Advancing Conversations

工程教育的反思：推进对话

DOI：
发表时间：
2020
期刊：
ASEE Conference Proceedings
影响因子：
0
作者：
Turns, J.;Mejia, K.;Atman, C.
通讯作者：
Atman, C.

Creating Capacity to Explore what Students Learn from Reflection Activities: Validating the Knowledge-gain Survey

培养探索学生从反思活动中学到什么的能力：验证知识获取调查

DOI：
10.18260/1-2--36872
发表时间：
2022
期刊：
Virtual Conference
影响因子：
0
作者：
Mejia, Kenya;Turns, Jennifer
通讯作者：
Turns, Jennifer

Designing and Enacting Weekly Micro-reflections as a Means of Professional Development of Early Career Educators: Voices from the Field

设计和制定每周微观反思作为早期职业教育工作者专业发展的手段：来自现场的声音

DOI：
发表时间：
2019
期刊：
ASEE Annual Conference & Exposition
影响因子：
0
作者：
Bipat, T. S.;Turns, J. A.;Fajardo, M.;Flores, Y.
通讯作者：
Flores, Y.

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Jennifer Turns其他文献

From Concept to Community: Unpacking the Work of Designing Educational and Activist Toolkits

从概念到社区：解开教育和活动工具包的设计工作

DOI：
发表时间：
2024
期刊：
International Conference on Human Factors in Computing Systems
影响因子：
0
作者：
Tamar Wilner;Krishna Akhil Kumar Adavi;Sreehana Mandava;Ayesha Bhimdiwala;Hana Frluckaj;Jennifer Turns;Ahmer Arif
通讯作者：
Ahmer Arif