Gender and Participation in an Engineering Problem-Based Learning Environment.
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| Title: | Gender and Participation in an Engineering Problem-Based Learning Environment. |
|---|---|
| Authors: | Hirshfield, Laura1 lhirshfi@umich.edu, Koretsky, Milo D.2 milo.koretsky@oregonstate.edu |
| Source: | Interdisciplinary Journal of Problem-based Learning. Mar2018, Vol. 12 Issue 1, p51-71. 21p. |
| Subject Terms: | *Problem-based learning, *Engineering students, *Gender differences in education |
| Abstract: | The use of problem-based learning (PBL) is gaining attention in the engineering classroom as a way to help students synthesize foundational knowledge and to better prepare students for practice. In this work, we study the discourse interactions between 27 student teams and two instructors in an engineering PBL environment to analyze how participation is distributed among team members, paying particular attention to the differences between male and female students. There were no statistically significant differences between the amount that male and female students spoke; however, stereotypical gender roles and traditional gendered behavior did manifest in the discussion. Also, regardless of the gender composition of the team, the amount of time that each member talked was usually unbalanced. Our findings lead to recommendations to instructors interacting with student teams and contribute to knowledge about team and gender interactions in PBL environments. [ABSTRACT FROM AUTHOR] |
| Copyright of Interdisciplinary Journal of Problem-based Learning is the property of Indiana University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 129597519 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Gender and Participation in an Engineering Problem-Based Learning Environment. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hirshfield%2C+Laura%22">Hirshfield, Laura</searchLink><relatesTo>1</relatesTo><i> lhirshfi@umich.edu</i><br /><searchLink fieldCode="AR" term="%22Koretsky%2C+Milo+D%2E%22">Koretsky, Milo D.</searchLink><relatesTo>2</relatesTo><i> milo.koretsky@oregonstate.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Interdisciplinary+Journal+of+Problem-based+Learning%22">Interdisciplinary Journal of Problem-based Learning</searchLink>. Mar2018, Vol. 12 Issue 1, p51-71. 21p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Problem-based+learning%22">Problem-based learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Engineering+students%22">Engineering students</searchLink><br />*<searchLink fieldCode="DE" term="%22Gender+differences+in+education%22">Gender differences in education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The use of problem-based learning (PBL) is gaining attention in the engineering classroom as a way to help students synthesize foundational knowledge and to better prepare students for practice. In this work, we study the discourse interactions between 27 student teams and two instructors in an engineering PBL environment to analyze how participation is distributed among team members, paying particular attention to the differences between male and female students. There were no statistically significant differences between the amount that male and female students spoke; however, stereotypical gender roles and traditional gendered behavior did manifest in the discussion. Also, regardless of the gender composition of the team, the amount of time that each member talked was usually unbalanced. Our findings lead to recommendations to instructors interacting with student teams and contribute to knowledge about team and gender interactions in PBL environments. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Interdisciplinary Journal of Problem-based Learning is the property of Indiana University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=129597519 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.7771/1541-5015.1651 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 51 Subjects: – SubjectFull: Problem-based learning Type: general – SubjectFull: Engineering students Type: general – SubjectFull: Gender differences in education Type: general Titles: – TitleFull: Gender and Participation in an Engineering Problem-Based Learning Environment. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hirshfield, Laura – PersonEntity: Name: NameFull: Koretsky, Milo D. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2018 Type: published Y: 2018 Identifiers: – Type: issn-print Value: 15415015 Numbering: – Type: volume Value: 12 – Type: issue Value: 1 Titles: – TitleFull: Interdisciplinary Journal of Problem-based Learning Type: main |
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