文章基本信息

标题：LEARNING FROM THE INTEGRATED CURRICULUM APPROACH: STUDENT REFLECTIONS DURING AND AFTER THEIR EXPERIENCE
本地全文：下载
作者：Yani Jazayeri ; Robyn Paul ; Laleh Behjat 等
期刊名称：Proceedings of the Canadian Engineering Education Association
出版年度：2020
页码：1-8
DOI：10.24908/pceea.vi0.14155
出版社：The Canadian Engineering Education Association (CEEA)
摘要：At the University of Calgary, we piloted an integrated curriculum approach in second-year electrical engineering. The intention was to provide authentic learning experiences, with the ultimate goal of fostering deep learning in the students. To improve students’ learning strategies, they were asked to reflect weekly on their learning during the program (Winter 2019: Jan-Apr), and during their first semester of third-year, which was run in the traditional format (Fall 2019: Sep-Dec). Using qualitative coding, these reflections were analyzed with a framework from self-determination theory to understand the student learning and motivation throughout the program. There were 11 themes that emerged, categorized within the three elements of the theoretical framework: competence, relatedness, and autonomy.
关键词：integrated curriculum;electrical engineering ;student reflections