TED University
Faculty of Education
"Adaptive expertise development through contextual activities in classroom"
by
Dr. Elif Öztürk
Date: January 07, 2019 Monday
Time: 16:00 - 16:30
Place: F123
To survive and thrive in today’s fast-changing workplace, students will need to become adaptive experts. Their undergraduate education can play a critical role in improving the adaptive skills that are important for their future productivity in every field. This education must integrate practice and mastery of adaptive expertise (AE) dimensions in the undergraduate curriculum. In this study, to determine the “baseline” adaptive expertise among the sample population, an adaptive expertise survey (AES) is administered to 479 enginnering students over three years. The instrument contains questions defining four dimensions of adaptive expertise: multiple perspectives, metacognitive self-assessment, goals and beliefs, and epistemology. To examine the relationships between the dimensions and participants’ characteristics (e.g., school, rank, years of experience, employment experience, etc.) F-tests (ANOVA) were run. According to the results, students who have field and research experience have more overall dimensions score than inexperienced students. Senior students have more AE score than first-year students as well. In addition to F-tests, this study explored students’ AE characteristics as they were participated in contextual modelling excercises. This data is collected from 302 of those students. The students were asked to model a familiar object that they brought from home. Pre and post interviews were conducted to explore how the participants approached their tasks and overcame any challenges. AE manifestation of stuents and their AES scores are compared. Effects of the contextualized activity on students’ AE characteristics were investigated as well. According to the findings, overall manifestation of AE is significantly correlated with overall total AES scores. These results provide insights into research conducted to enhance undergraduate instruction. These findings show that multiple perspectives, goals and beliefs, and metacognitive skills are good indicators of developing AE and that educators should consider promoting those skills in their teaching.
Tarih: