Supporting Student Reflective Practices through Modelling-Based Learning Assignments

Autor/inn/en	Jaiswal, Aparajita; Lyon, Joseph A.; Zhang, Yiqun; Magana, Alejandra J.
Titel	Supporting Student Reflective Practices through Modelling-Based Learning Assignments
Quelle	In: European Journal of Engineering Education, 46 (2021) 6, S.987-1006 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Magana, Alejandra J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2021.1952164
Schlagwörter	Reflection; Models; Modeling (Psychology); Teaching Methods; Instructional Effectiveness; Skill Development; Thinking Skills; Metacognition; Assignments; Capstone Experiences; Undergraduate Students; Engineering Education; Self Management + Suchen Sie Ihr Suchwort? Analogiemodell; Modeling; Modelling; Modellierung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Kompetenzentwicklung; Qualifikationsentwicklung; Denkfähigkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Assignment; Auftrag; Zuweisung; Ingenieurausbildung; Selbstmanagement
Abstract	Reflective practice is becoming a more necessary skill across all disciplines and industry sectors. This study describes the reflective processes capstone engineering students engaged with as part of modelling-based learning assignments over the entire course of a semester. Students answered multiple reflection questions asking them about planning, monitoring, and evaluating their performance during the modelling-based learning exercises. A rubric was used to quantify the student performance on the reflection assignments and clustering analysis to identify and characterise different student groups. Thematic analysis was then performed on students' reflections within the different clusters to understand the qualitative differences in student reflective practices. Our results uncovered two groups of students with similar patterns in their reflective practices, which we called active and inactive reflectors. The implications of the study include instructional approaches that can give students repeated practice and encourage them to engage in active reflection behaviours. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01