Investigating the relationships among engineering practitioners and undergraduate students' adaptive expertise characteristics and experiences

ÖZTÜRK E., Yalvac B., Johnson M. D., Peng X.

International Journal of Engineering Education, cilt.36, sa.5, ss.1585-1594, 2020 (SCI-Expanded) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 36 Sayı: 5
  • Basım Tarihi: 2020
  • Dergi Adı: International Journal of Engineering Education
  • Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Scopus, Compendex, EBSCO Education Source, Educational research abstracts (ERA), DIALNET
  • Sayfa Sayıları: ss.1585-1594
  • Anahtar Kelimeler: adaptive expertise, engineering education, metacognition, epistemology
  • Orta Doğu Teknik Üniversitesi Adresli: Hayır

Özet

© 2020 TEMPUS Publications.In this study, we explored the prospective and practicing engineers' adaptive expertise characteristics and documented the relations among their demographic information including gender, age, work experience, first-generation college student status, major, and education level. An Adaptive Expertise Survey (AES) and demographic questionnaires - designed by the researchers - were administered to collect data. A total of 606 participants, 23 of whom were practicing engineers, completed the Survey and demographic questionnaires. We conducted F-tests (ANOVA) to explore and document the relations among the participants' adaptive expertise characteristics and their demographics. The relations among the overall and sub-dimension scores of the AES and the participants' demographics were statistically significantly related. The more engineering experience the participants had, the more adaptive expertise characteristics they reported. Engineering undergraduates, who had technical employment and research experience related to engineering, had higher metacognitive self-assessment and overall dimension scores than the students who did not have any technical employment and research experience.