Open-Topic Project-Based Learning and Its Gender-Related Effect on Students’ Exam Performance in Engineering Mechanics-Reference-Cited by-同舟云学术

Open-Topic Project-Based Learning and Its Gender-Related Effect on Students’ Exam Performance in Engineering Mechanics

Published:2023-07 Issue:3 Volume:149 Page:
ISSN:2643-9107
Container-title:Journal of Civil Engineering Education
language:en
Short-container-title:J. Civ. Eng. Educ.

Author:

Zhang Duo¹^ORCID

Affiliation:

1. Professor, State Key Laboratory of Water Resources and Hydropower Engineering Science, Wuhan Univ., Wuhan 430072, China; Assistant Research Scientist and Lecturer, Dept. of Civil and Environmental Engineering, Univ. of Michigan, Ann Arbor, MI 48109. ORCID: .

Publisher

American Society of Civil Engineers (ASCE)

Subject

Strategy and Management,Industrial relations,Civil and Structural Engineering

Link

https://ascelibrary.org/doi/pdf/10.1061/JCEECD.EIENG-1919

Reference35 articles.

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3. Alves A. C. F. Moreira C. P. Leão and S. Fernandes. 2020. “Ten years of positive feedback on project-based learning from first-year engineering students’ perspective.” In Proc. Int. Mechanical Engineering Congress and Exposition. New York: ASME.

4. Anderson, L. W., D. R. Krathwohl, P. W. Airasian, K. A. Cruikshank, R. E. Mayer, P. R. Pintrich, J. Raths, and M. C. Wittrock. 2001. A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives, abridged edition. White Plains, NY: Longman.

5. Using social cognitive career theory to assess student outcomes of group design projects in statics;Atadero R. A.;J. Eng. Educ.,2015

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