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dc.contributor.authorVinerean, Mirela
dc.contributor.authorLiljekvist, Yvonne
dc.contributor.authorBengü, Elif
dc.date.accessioned2024-04-18T10:57:44Z
dc.date.available2024-04-18T10:57:44Z
dc.date.issued2023en_US
dc.identifier.issn2544-7831
dc.identifier.urihttps://doi.org/10.1515/edu-2022-0184
dc.identifier.urihttps://hdl.handle.net/20.500.12573/2104
dc.description.abstractHigh dropout rates in the first year of undergraduate studies are an expression of the secondary–tertiary transition problem and they seem to be particularly high in those degree programs where specialized mathematics courses are taught in the first year of study. Research shows that students’ difficulties during the transition period cannot be reduced to purely cognitive factors. In this article, we address the secondary–tertiary transition problem in mathematics for engineering students. Based on a questionnaire with focus beyond the purely cognitive aspects, a comparison of the transition problem at three European mid-sized universities is carried out, to identify common challenges and difficulties, as well as differences. The questionnaire concentrates on the four dimensions (personal, organizational, content related, and social) and corresponding critical requirements for a successful transition described in Trautwein, C., & Bosse, E. (2017). The first year in higher education – critical requirements from the student perspective. Higher Education, 73, 371–387. A group of 308 first-year engineering students partook in the study. In the presentation, we highlight students’ perceptions regarding the transition, changes, and challenges they experienced under the above-mentioned four dimensions and discuss similarities and differences between countries.en_US
dc.language.isoengen_US
dc.publisherDe Gruyter Open Ltden_US
dc.relation.isversionof10.1515/edu-2022-0184en_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectdropout ratesen_US
dc.subjectengineering educationen_US
dc.subjectmathematicsen_US
dc.subjectsecondaryen_US
dc.subjecttertiary transitionen_US
dc.title"Literally i Grew Up" Secondary-Tertiary Transition in Mathematics for Engineering Students beyond the Purely Cognitive Aspectsen_US
dc.typearticleen_US
dc.contributor.departmentAGÜ, Eğitim Bilimleri Fakültesi, Temel Eğitim Bölümüen_US
dc.contributor.authorID0000-0001-9817-7207en_US
dc.contributor.institutionauthorBengü, Elif
dc.identifier.volume5en_US
dc.identifier.issue1en_US
dc.identifier.startpage1en_US
dc.identifier.endpage13en_US
dc.relation.journalOpen Education Studiesen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US


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