Student Perceptions of Formative Assessment and Cooperative Work on a Technical Engineering Course
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Universidad de Burgos
info
ISSN: 2071-1050
Datum der Publikation: 2020
Ausgabe: 12
Nummer: 11
Seiten: 4569
Art: Artikel
Andere Publikationen in: Sustainability
Indikatoren
Zitate erhalten
JCR (Journal Impact Factor)
- Jahr 2020
- Impact Factor der Zeitschrift: 3.251
- Impact Factor ohne Selbstzitierung: 2.355
- Article influence score: 0.462
- Höchstes Quartil: Q2
- Bereich: ENVIRONMENTAL SCIENCES Quartil: Q2 Position im Bereich: 124/274 (Ausgabe: SCIE)
- Bereich: ENVIRONMENTAL STUDIES Quartil: Q2 Position im Bereich: 59/125 (Ausgabe: SSCI)
- Bereich: GREEN & SUSTAINABLE SCIENCE & TECHNOLOGY Quartil: Q3 Position im Bereich: 6/9 (Ausgabe: SSCI)
- Bereich: GREEN & SUSTAINABLE SCIENCE & TECHNOLOGY Quartil: Q3 Position im Bereich: 30/44 (Ausgabe: SCIE)
SCImago Journal Rank
- Jahr 2020
- Impact SJR der Zeitschrift: 0.612
- Höchstes Quartil: Q1
- Bereich: Geography, Planning and Development Quartil: Q1 Position im Bereich: 174/818
- Bereich: Renewable Energy, Sustainability and the Environment Quartil: Q2 Position im Bereich: 81/499
- Bereich: Energy Engineering and Power Technology Quartil: Q2 Position im Bereich: 73/920
- Bereich: Environmental Science (miscellaneous) Quartil: Q2 Position im Bereich: 94/381
- Bereich: Management, Monitoring, Policy and Law Quartil: Q2 Position im Bereich: 134/410
CIRC
- Sozialwissenschaften: A
Scopus CiteScore
- Jahr 2020
- CiteScore der Zeitschrift: 3.9
- Bereich: Geography, Planning and Development Perzentil: 84
- Bereich: Environmental Science (miscellaneous) Perzentil: 83
- Bereich: Management, Monitoring, Policy and Law Perzentil: 70
- Bereich: Energy Engineering and Power Technology Perzentil: 65
- Bereich: Renewable Energy, Sustainability and the Environment Perzentil: 58
Journal Citation Indicator (JCI)
- Jahr 2020
- JCI der Zeitschrift: 0.56
- Höchstes Quartil: Q3
- Bereich: ENVIRONMENTAL STUDIES Quartil: Q3 Position im Bereich: 111/156
- Bereich: ENVIRONMENTAL SCIENCES Quartil: Q3 Position im Bereich: 163/306
- Bereich: GREEN & SUSTAINABLE SCIENCE & TECHNOLOGY Quartil: Q3 Position im Bereich: 38/66
Dimensions
(Aktualisierte Daten ab 26-02-2023)- Gesamtzitate: 9
- Letzten Termine: 8
- Field Citation Ratio (FCR): 10.2
Zusammenfassung
Formative Assessment and Cooperative Work (FACW) is a teaching methodology that promotes student learning based on peer support, both in solving problems and identifying the mistakes made through feedback. The perceptions of 49 mechanical engineering students at the University of Burgos are analyzed in this article with regard to their first practical experience of FACW methodology in a technical subject, characterized by a highly complex content and a strong link between theoretical and practical concepts. The responses of the students to two blocks of open questions were evaluated in a qualitative, mixed, and statistical analysis. Various aspects that the students raised in relation to FACW could therefore be studied, such as their points of view towards: (1) The usefulness of FACW teaching modality; and (2) their preferences regarding the optimum teaching modality. The results showed that, although the students expressed favorable opinions towards FACW, they did not consider, in general, that teamwork was necessary for optimal learning, revealing a clear dependence on formal classroom presentations for the explanation of theoretical concepts. Students considered that theoretical concepts could not be autonomously acquired. Therefore, the application of the FACW teaching methodology to these courses could be especially beneficial to favor autonomous learning and to develop teamwork skills, training engineers with the right knowledge and skills today for tomorrow’s world.
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