The intellectual development of science and engineering students. Part 2: Teaching to promote growth

被引:93
作者
Felder, RM [1 ]
Brent, R
机构
[1] N Carolina State Univ, Dept Chem Engn, Raleigh, NC 27695 USA
[2] Educ Design Inc, Cary, NC 27511 USA
关键词
intellectual development; Baxter Magolda's model; Perrys model;
D O I
10.1002/j.2168-9830.2004.tb00817.x
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
As college students experience the challenges of their classes and extracurricular activities, they undergo a developmental progression in which they gradually relinquish their belief in the certainty of knowledge and the omniscience of authorities and take increasing responsibility for their own learning. At the highest developmental level normally seen in college students (which few attain before graduation), they display attitudes and thinking patterns resembling those of expert scientists and engineers, including habitually and skillfully gathering and analyzing evidence to support their judgments. This paper proposes an instructional model designed to provide a suitable balance of challenge and support to advance students to that level. The model components are (1) variety and choice of learning tasks; (2) explicit communication and explanation of expectations; (3) modeling, practice, and constructive feedback on high-level tasks; (4) a student-centered instructional environment; and (5) respect for students at all levels of development.
引用
收藏
页码:279 / 291
页数:13
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