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Comparison Engineering Students' Beliefs with Professors' Expectations about the Cognitive Beliefs and the Motivational Beliefs in Learning Physics  

Kang, Eugene (Pusan National University)
Kim, Jina (Pusan National University)
Publication Information
Journal of Engineering Education Research / v.16, no.2, 2013 , pp. 50-57 More about this Journal
Abstract
The study to improve engineering students' performance in studying physics lacked despite of the importance of studying physics in engineering education. The cognitive belief and the motivational belief in studying physics had a strong effect on studying physics. The purpose of this study was to seek the educational way through comparing professors' expectations with students' beliefs about the cognitive belief and the motivational belief in studying physics. The cognitive belief in studying physics was considered as variables like 'knowledge', 'learning' and 'relation'. The motivational belief in studying physics was considered as variables like 'expectancy' and 'value'. It was the 'expectancy' that was the most different dimension between professors' expectations and students' beliefs. It means that students have little confidence in their abilities to study physics, though professors expect their students to be confident. Professor who teaches physics to engineering students recognize these differences, need to have interest in affective domains of beliefs to teach. In addition, there is need to teaching and learning strategies that can lead engineering students' beliefs about ability to perform the task, the purpose, importance, interesting for physics.
Keywords
physics education; engineering student; cognitive belief; motivational belief;
Citations & Related Records
Times Cited By KSCI : 3  (Citation Analysis)
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