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

Date

2020-01-01

Author

Yalvac, Bugrahan
Öztürk, Elif
Johnson, Michael D.
Peng, Xiaobo

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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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.

URI

https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85095975818&origin=inward
https://hdl.handle.net/11511/91645

Journal

International Journal of Engineering Education

Collections

Department of Educational Sciences, Article

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Citation Formats

B. Yalvac, E. Öztürk, M. D. Johnson, and X. Peng, “Investigating the relationships among engineering practitioners and undergraduate students’ adaptive expertise characteristics and experiences,” International Journal of Engineering Education, pp. 1585–1594, 2020, Accessed: 00, 2021. [Online]. Available: https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85095975818&origin=inward.