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Self regulation and evaluation of structural engineering

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Document pages: 9 pages

Abstract: Today s university system needs to cultivate confident and highly independent graduates, which are particularly relevant to engineering. We need to develop positive methods to analyze students prior knowledge and teach on the basis of students self-regulation and self-evaluation. In this study, 116 architecture students were studied in the discipline module of Structural Engineering (61 in the experimental group and 55 in the control group). The purpose of the survey is (1) to test whether there are significant differences in students knowledge after self-regulation training program; (2) Test whether the use of evaluation criteria will improve students cognition of their own knowledge. We foundtudents trained in self-regulation methodologies improved their procedural knowledge in the field of structural engineering. Likewise, student self-perceptions of their own knowledge increased in relation to the design and expert assessment of structural elements and the graphic representation of constructive elements.

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