Self-Regulated Learning Strategies Applied to Undergraduate, Graduate and Specialization Students from Civil Engineering

Authors

  • Jose Carlos Redaelli University of Campinas-Unicamp(Brazil)
  • Orlando Fontes Lima Jr University of Campinas-Unicamp(Brazil)

DOI:

https://doi.org/10.3991/ijep.v3iS2.2421

Keywords:

Student Performance, Self-Study, Teaching Methods

Abstract


The current demand for civil engineering work requires new skills and knowledge and calls for new and effective learning methods. This paper shows self-regulated learning strategies applied to undergraduate, graduate and specialization students from Civil Engineering in a Brazilian University. A Scale of Evaluation of Learning Strategies was administered with a view to identifying students´ cognitive, metacognitive and dysfunctional learning strategies.

Author Biographies

Jose Carlos Redaelli, University of Campinas-Unicamp(Brazil)

Master student under Civil Engineering, Learning Laboratory on Logistics and Transport (LALT) at Unicamp (Brazilian University in Campinas/São Paulo)

Orlando Fontes Lima Jr, University of Campinas-Unicamp(Brazil)

Professor at Universidade Estadual de Campinas, Engenharia Civil, Arquitetura e Urbanismo, Campinas, Brazil, Coordinator of LALT-Learning Laboratory on Logistics and Transport 

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Published

2013-02-27

How to Cite

Redaelli, J. C., & Lima Jr, O. F. (2013). Self-Regulated Learning Strategies Applied to Undergraduate, Graduate and Specialization Students from Civil Engineering. International Journal of Engineering Pedagogy (iJEP), 3(S2), pp. 23–26. https://doi.org/10.3991/ijep.v3iS2.2421

Issue

Vol. 3 (2013): Special Issue: IGIP2012

Section

Special Focus Papers

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