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Differences in student participation: investigating the role of dominant cognitive processes in engineering and education students' preferences

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Document pages: 9 pages

Abstract: This paper reports a study on the main cognitive process differences in the preferences of engineering and education students, and discusses the impact of these differences on the evaluation of students participation in university courses. There is concern that the items commonly used to obtain student participation data do not fully cover the full range of the dominant cognitive processes preferred by higher education students. This paper briefly summarizes the leading and auxiliary cognitive process theory of student participation proposed by Jung and miles. According to the evaluation of Myers Briggs Type indicators, there is evidence that the frequency of eight cognitive processes is different, and these eight cognitive processes are the first choice for adolescent studentsaking courses in engineering and education. The implications of these differences are discussed in the context of subject disciplines in university environments.

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