Simplify! Using Self-Determination Theory to Prioritise the Redesign of an Ethics and History of Technology Course

Autor/inn/en	Bombaerts, Gunter; Spahn, Andreas
Titel	Simplify! Using Self-Determination Theory to Prioritise the Redesign of an Ethics and History of Technology Course
Quelle	In: European Journal of Engineering Education, 46 (2021) 2, S.210-226 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2019.1702924
Schlagwörter	Self Determination; Educational Theories; Curriculum Development; Ethics; History Instruction; College Freshmen; Engineering Education; Competence; Student Motivation; Foreign Countries; Student Needs; Course Objectives; Personal Autonomy; Student Attitudes; Netherlands + Suchen Sie Ihr Suchwort? Selbstbestimmung; Educational theory; Theory of education; Bildungstheorie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ethik; History lessons; Geschichtsunterricht; Studienanfänger; Ingenieurausbildung; Kompetenz; Schulische Motivation; Ausland; Individuelle Autonomie; Schülerverhalten; Niederlande
Abstract	A course on ethics and history of technology, taught to 1886 first-year engineering students of 14 engineering departments was redesigned using Self-Determination Theory (SDT) by adapting many course elements at the same time. We applied the situational level of Vallerand's hierarchical model, analysing how the elements of this ethics and history course influenced basic needs and motivation in a mediating role, which influenced in turn course outcomes. Regression analysis demonstrated the central role of "competence" in the "assignment" for "intrinsic motivation." A complementary qualitative analysis showed strong polarisation between different types of students and indicated many remaining challenges. We conclude that the Vallerand model was a useful tool for prioritising redesign in this course. We suggest further research in the use of this model, on the role and meaning of competence and on the role of frustration, in ethics and history courses in particular and engineering courses in general. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01