Learning Strategies in Mathematics for Related Study Programs Focusing on Cooperative Education in Germany - Viewed from the Perspectives of the Academic Disciplines, Economics and Engineering, as well as Gender

被引：0

作者：

Wild, Steffen ^{[1
]}

Neef, Christoph ^{[2
]}

机构：

[1] TU Dortmund Univ, Dept Rehabil Sci, Res Unit Psychol & Diagnost, Emil Figge Str 50, D-44227 Dortmund, Germany

[2] Baden Wuerttemberg Cooperat State Univ DHBW, Business Sch, Marktstr 28, D-88212 Ravensburg, Germany

来源：

INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION | 2024年

关键词：

Cooperative education; Discipline; Gender; Higher education; Learning strategies; STUDENTS; PERFORMANCE; SCIENCE; IMPACT;

D O I：

10.1007/s10763-024-10513-y

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Cognitive learning strategies are seen as a central element for successful learning. Acquiring knowledge about its worth, can support persons in sophisticated groups in attaining academic success. Consequently, the authors are interested in domain-specific learning strategies for mathematics in the academic disciplines of economics and engineering in cooperative tertiary education, in addition to determining gender-specific preferences for particular learning strategies. Data from a cross-sectional design with N = 565 cooperative students from Germany are used. A 2 x 2 analysis of variance, with one repeated measure, show the impact of academic disciplines and gender on seven specific cognitive learning strategies in mathematics. Taken together, these results show the complexity of cognitive learning strategies in higher education learning.

引用

页数：22