More efficient engineering education through supporting implicit ability beliefs

Authors

  • Britt Petjärv
  • Kati Aus
  • Grete Arro

DOI:

https://doi.org/10.12697/eha.2019.7.2.04

Keywords:

implicit ability beliefs, fixed mindset, growth mindset, motivation, academic achievement in engineering, intervention study

Abstract

Tööturustatistika kohaselt on inseneride nappus Eestis suur probleem. Uurides kõrgkoolist väljalangemust, selgub paraku, et just tehnilist kõrgharidust omandavate üliõpilaste seas on väljalangemus kõige suurem. Uuringud näitavad, et vaimse võimekusega seotud juurdekasvuuskumuste toetamine parandab õppijate edasijõudmist matemaatikas ning et tehnikavaldkonna üliõpilaste implitsiitsed võimekususkumused mõjutavad kõrgkooliõpingutes edasijõudmist, sealhulgas väljalangemist. Siinses artiklis võetakse vaatluse alla Tallinna Tehnikakõrgkooli esimese õppeaasta üliõpilaste (N = 270) uskumused võimekuse muudetavuse kohta ning muud motivatsiooni ja õpipädevusega seotud tegurid. Uuringu eesmärk on hinnata, millised õppimisega seotud aspektid ennustavad edasijõudmist inseneriõppes. Samuti uuritakse, kas lühiajalise sekkumisega on võimalik muuta õppijate mõtteviisi juurdekasvuuskumuste suunas. Eksperimentaalsest sekkumisuuringust ühe õppekava alusel õppivate esmakursuslaste seas (N = 37) ilmneb, et sekkumisrühma üliõpilaste mõtteviisi muutus oli positiivne ehk jäävususkumused võimekuse muudetavuse kohta muutusid nõrgemaks. See osutab vajadusele toetada õppimisprotsessi puudutavaid arusaamu süsteemselt, õpetamismetoodikasse integreerituna ning kavandada õppejõudude õpetamis- ja õppimisalaste teadmiste arendamiseks asjakohaseid koolitusi.

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Published

2019-11-01

How to Cite

Petjärv, B., Aus, K., & Arro, G. (2019). More efficient engineering education through supporting implicit ability beliefs. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 7(2), 76–99. https://doi.org/10.12697/eha.2019.7.2.04

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