2026-09-18T21:44:32Zhttps://dspace.mit.edu/server/oai/requestoai:dspace.mit.edu:1721.1/445882022-01-13T07:54:36Zcom_1721.1_7582com_1721.1_7581col_1721.1_131024
Woodie C. Flowers.
Shields, Katin L. (Katin Lee), 1977-
Massachusetts Institute of Technology. Dept. of Mechanical Engineering.
Massachusetts Institute of Technology. Department of Mechanical Engineering
2009-02-09T18:30:23Z
2009-02-09T18:30:23Z
1998
1999
http://hdl.handle.net/1721.1/44588
44458024
Thesis (S.B.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering, June 1999.
A study was conducted in order to identify the gender differences in learning. Case studies were prepared on nine undergraduate students who were enrolled in Design and Manufacturing I. Through informal meetings with the students and their professors, information was collected on the learning styles of the students. The factors that affect these different learning styles were then evaluated. The conclusions drawn are specific to the students studied, but the recommendations made can be applied to most educational environments. There is a large correlation between a student's experience and his/her ability to learn in a specific subject. The level of exposure that a student has had affects his/her confidence, which further affect his/her problem solving approaches. In order to be more effective, educators must continually evaluate the progress of their students, as individuals. Further, experimental teaching situations should be considered.
by Katin L. Shields.
S.B.
33 leaves
eng
Massachusetts Institute of Technology
M.I.T. theses are protected by
copyright. They may be viewed from this source for any purpose, but
reproduction or distribution in any format is prohibited without written
permission. See provided URL for inquiries about permission.
http://dspace.mit.edu/handle/1721.1/7582
Mechanical Engineering.
Gender differences in learning
Thesis
application/pdf
Publication
unknown
unknown
<Publication xmlns="https://www.openaire.eu/cerif-profile/1.1/" id="282de160-509c-4e13-bc3b-855cb27cd75d">
<Type xmlns="https://www.openaire.eu/cerif-profile/vocab/COAR_Publication_Types">http://purl.org/coar/resource_type/c_1843</Type>
<Language>eng</Language>
<Title>Gender differences in learning</Title>
<PublishedIn>
<Publication>
</Publication>
</PublishedIn>
<PublicationDate>1999</PublicationDate>
<Authors>
<Author>
<DisplayName>Shields, Katin L. (Katin Lee), 1977-</DisplayName>
<Affiliation>
<OrgUnit>
</OrgUnit>
</Affiliation>
</Author>
</Authors>
<Editors>
</Editors>
<Publishers>
<Publisher>
<DisplayName>Massachusetts Institute of Technology</DisplayName>
<OrgUnit />
</Publisher>
</Publishers>
<License>http://dspace.mit.edu/handle/1721.1/7582</License>
<Keyword>Mechanical Engineering.</Keyword>
<Abstract>A study was conducted in order to identify the gender differences in learning. Case studies were prepared on nine undergraduate students who were enrolled in Design and Manufacturing I. Through informal meetings with the students and their professors, information was collected on the learning styles of the students. The factors that affect these different learning styles were then evaluated. The conclusions drawn are specific to the students studied, but the recommendations made can be applied to most educational environments. There is a large correlation between a student's experience and his/her ability to learn in a specific subject. The level of exposure that a student has had affects his/her confidence, which further affect his/her problem solving approaches. In order to be more effective, educators must continually evaluate the progress of their students, as individuals. Further, experimental teaching situations should be considered.</Abstract>
<Access xmlns="http://purl.org/coar/access_right"
>
</Access>
</Publication>