精神运动学习
认知
排名(信息检索)
反射(计算机编程)
工程教育
领域(数学分析)
心理学
数学教育
管理科学
工程伦理学
计算机科学
工程类
人工智能
工程管理
数学分析
数学
神经科学
程序设计语言
作者
Sasha Nikolic,Thomas Suesse,Sarah Grundy,Rezwanul Haque,Sarah Lyden,Ghulam Mubashar Hassan,Scott Daniel,Marina Belkina,Sulakshana Lal
标识
DOI:10.1080/03043797.2023.2248042
摘要
The literature on laboratory objectives in engineering education research is scattered and inconsistent. Systematic literature reviews identified the need for better understanding. This paper ranks the laboratory learning objectives across the cognitive, psychomotor and affective domains to improve scaffolding. It provides an opportunity for reflection, a pathway to confirm assessment alignment, and opens future research areas. To accomplish this, the Laboratory Learning Objectives Measurement (LLOM) instrument is used to survey 160 academics from around the world representing 18 engineering disciplines. The results suggest that the collective ranking order does represent a framework that can be used broadly. However, for greater alignment with consensus thinking, discipline rankings should be used. The cognitive domain was deemed the most important. These results provide the community’s opinion and may not necessarily be best practice, providing an opportunity for reflection.
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