Examensarbeten för masterexamen // Master Theses
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- PostLearning strategies of engineering students: How do they study outside class, and why?(2019) Cervin-Ellqvist, Maria; Larsson, Daniel; Chalmers tekniska högskola / Institutionen för vetenskapens kommunikation och lärande (CLS); Bengmark, Samuel; Negretti, Raffaella; Adawi, Tom; Stöhr, ChristianWhile lecturers in engineering education may control what happens in class to promote students’ learning, what happens outside class is up to the students themselves. One important factor of what happens outside class is which learning strategies students use, as some strategies are more effective than other. Another important factor is to which extent students self-regulate their learning by attempting to monitor, regulate and control it, which includes choosing learning strategies, using them and evaluating them. This regulation can for example include strategies aimed at increasing knowledge (cognitive strategies) or monitoring knowledge (metacognitive strategies). This thesis aimed to (1) map what learning strategies engineering students use in a real-world setting, in real courses; (2) investigate the students’ motivation for choosing certain learning strategies and (3) probe their metacognitive awareness of the effectiveness of different learning strategies. It also aimed to investigate if differences could be seen across two engineering programs (bio- and civil engineering) or across two types of courses (calculation courses and conceptual courses). To obtain insight into this, 416 students answered a questionnaire specifically designed for this study. Our results revealed a complex picture of what learning strategies students use and why. It also revealed that the learning strategies students used varied across courses but not across programs. Further, the students used the strategies, including the most used strategy to study old exams, in several different ways. For example, they used them aiming at either cognitive or metacognitive goals or sometimes both. The participants were in general also found to be metacognitively aware of the effectiveness of different strategies. Some students, however, used certain strategies not because they believed them to be effective or aiming at cognitive or metacognitive goals, but to self-regulate their motivation or behaviour. We can conclude that students used their strategies for a number of different reasons and in many different ways, which was not revealed by looking only at what students did. This points out that it is crucial to not only investigate what students do, but also why and how.
- PostTeaching and Learning About Hypothese. Designing and evaluating a sequence of physics labs in upper secondary school(2014) Falk, Felix; Chalmers tekniska högskola / Institutionen för vetenskapens kommunikation och lärande (CLS); Bengmark, Samuel; Adawi, TomThe objective for this thesis is to contribute to the understanding of how to teach explicitly about hypotheses in upper secondary school physics. This is a part of the discussion on how to teach explicitly about scienti c inquiry, and deals with the problem of how to come to terms with common misconceptions about hypotheses. A sequence of laboratory sessions is developed and implemented in a rst-year upper secondary school class. The sequence aims to give the students opportunities to develop their conceptions of the hypothesis concept. This is achieved by drawing on the notion of constructive alignment and through a combination of interrelated teaching and learning activities: direct instruction, activities of scienti c inquiry and re ection assignments. Using data from students' de nitions of the hypothesis concept, work sheets, laboratory reports and interviews, the sequence is evaluated through analysis of the students' conceptual development, changes in their general approaches to scienti c inquiry, and causes for their learning. Five important aspects of the hypothesis concept are identi ed, and conceptual development concerning each of these are assessed. The degree of conceptual development is found to be dependent on the students' abilities to discern an aspect in di erent types of teaching and learning activities. Changes towards more re ective approaches to scienti c inquiry are noted among many students. These changes are strongly connected to a guided re ection assignment that relate to students' practical performance and that are built on extensive feedback. The results of this study suggest that the developed sequence can provide examples of design for e ective teaching about hypotheses and scienti c inquiry.