Enhancing Engineering Students’ Ability to Think Deeply about their Learning Through Formal and Continuous Reflection

提高工科学生通过正式和持续的反思深入思考学习的能力

• 批准号: 2235227
• 负责人: Heidi Diefes-Dux
• 金额: $ 59.77万
• 依托单位: University of Nebraska-Lincoln
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-07-15 至 2026-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2235227&HistoricalAwards=false
• 关键词: Enhancing; Engineering; Students; Ability; Think

This project aims to serve the national interest by improving engineering students' ability to reflect deeply on their learning. An ability to reflect is a necessary workforce skill. It helps one to learn on their own at work. It is needed for U.S. innovation and economic competitiveness. This project is significant because it focuses on investigating the use of reflection activities across entire engineering degree programs. Engineering teachers will be trained to create and use reflection activities in their classrooms. Practical teacher resources to build reflective capacity will be created. One target outcome is students with a well-developed ability to use reflection to guide their learning as they do engineering work. A second outcome sought is a change in engineering teaching practices.The goal of the project is to investigate how purposefully embedded student reflection, supported by a consistent framework, across a degree program, impacts students’ metacognitive strategies as an indicator of preparation for workplace learning. This project is significant because of its focus on the impact of formal and continuous reflection on students’ development of metacognitive strategies over time through theory-based analysis of students’ reflections rather than relying solely on quantitative measures of students’ perceptions. The overall research questions are: What is the impact of the theory-driven integration of reflection across engineering curricula on students’ metacognitive regulatory abilities? How does the integration of reflection activities impact instructional team members’ beliefs about reflection in engineering education and teaching and learning beliefs? The research questions will be addressed through four project aims: (1) co-design reflection integration strategies appropriate for different course types, academic levels, and desired learning outcomes, (2) illuminate the longitudinal development of metacognitive strategies that students use across an engineering curriculum, (3) explore instructional team experiences with reflection integration, and (4) co-develop practical resources for engineering course- and program-level integration of reflection. These aims will be accomplished through quantitative and qualitative data collection methods including student reflections and surveys as well as instructional team interviews. Dissemination of the project results is intended to lay groundwork for institutional improvement in STEM education. Project dissemination includes research venues (e.g., conferences, archival journals) and research-to-practice venues (e.g., engineering discipline conferences). The NSF IUSE:EDU Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该项目旨在通过提高工科学生对学习的深刻反思能力，为国家利益服务。反思能力是一项必要的工作技能。这有助于一个人在工作中自学。这是美国创新和经济竞争力所需要的。这个项目意义重大，因为它着重于调查整个工程学位课程中反思活动的使用情况。工程教师将接受培训，在课堂上创造和使用反思活动。将创造实用的教师资源来培养反思能力。一个目标结果是学生在做工程工作时，具有良好的利用反思来指导学习的能力。寻求的第二个结果是改变工程教学实践。该项目的目标是研究在一个一致的框架支持下，在学位课程中有目的地嵌入学生反思，如何影响学生的元认知策略，作为工作场所学习准备的一个指标。该项目意义重大，因为它通过对学生反思的理论分析，而不是仅仅依靠对学生认知的定量测量，重点关注正式和持续反思对学生元认知策略发展的影响。总体研究问题是：理论驱动的反思整合工程课程对学生元认知调节能力的影响是什么？反思活动的整合如何影响教学团队成员对工程教育反思的信念和教与学信念？研究问题将通过四个项目目标来解决：(1)共同设计适合不同课程类型、学术水平和期望学习成果的反思整合策略；(2)阐明学生在工程课程中使用的元认知策略的纵向发展；(3)探索反思整合的教学团队经验；(4)共同开发工程课程和项目层面反思整合的实用资源。这些目标将通过定量和定性的数据收集方法来实现，包括学生反思和调查以及教学团队访谈。项目成果的传播旨在为STEM教育的制度改进奠定基础。项目传播包括研究场所（如会议、档案期刊）和从研究到实践的场所（如工程学科会议）。NSF IUSE:EDU项目支持研究和开发项目，以提高所有学生STEM教育的有效性。通过参与学生学习轨道，该计划支持有前途的实践和工具的创建，探索和实施。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。