Analysing and modelling engineering students’ learning in the laboratory: a comparison of two methodologies
2015 (English)In: Proceedings of 6th Research in Engineering Education Symposium (REES 2015): Translating Research into Practice, 2015, 620-628 p.Conference paper (Refereed)
Producing structured, meaningful and useful descriptions (representations) of students’ learning in labs is not straightforward. Two possible approaches are compared here. Students’ courses of action in labs of an electric circuit course were video-recorded, then the activities during the labs were described and analysed using “the learning of a complex concept” (LCC) methodology. Conversations during the full lengths of the same labs were also transcribed verbatim. Subsequent analysis indicates that transcription offers a more detailed representation of the learning and interaction that occurred. However, it is considerably slower than LCC methodology, which can also represent learning in the full length of a lab in some detail. Furthermore, the latter gave a better overview of the analysed labs than transcription and more readily facilitated representation of both learning complexities and linking theory to practice. In conclusion, both methods can play valuable roles in engineering education research, depending on the questions addressed.
Place, publisher, year, edition, pages
2015. 620-628 p.
Engineering Education Research, Qualitative research methods
IdentifiersURN: urn:nbn:se:liu:diva-118532ISBN: 9781510815575OAI: oai:DiVA.org:liu-118532DiVA: diva2:815388
The 6th Research in Engineering Education Symposium (REES 2015), July 13-15, 2015, Dublin, Ireland
FunderSwedish Research Council, VR 721-2011-5570