Learning in engineering: Teacher as researcher in a tertiary context |
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Authors: | Storm Arnott |
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Institution: | (1) School of Engineering and Science, Swinburne University of Technology, 3122 Hawthorn, Victoria, Australia |
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Abstract: | This study focuses on the efforts of a small group of undergraduate engineering students as they explore their perceptions
of their learning environment generally, and their approaches to learning in a specific engineering subject. A case study
methodlogy is used, and my role of teacher as researcher is described and contextualised as I work with my students in weekly
meetings outside their classrooms. Issues of cognition and affect emerge as we negotiate and develop a process where the students
act as observers in their own classrooms. Observers' reports to weekly group meetings provide a framework to challenge individual
students' assumptions about their learning approaches, and to explore enhanced metacognition. The nature of learning in engineering
as a complex interaction of problematic issues is evidenced through this observation and reporting process. Implications for
other learning contexts are considered. |
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Keywords: | |
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