Characterizing the 'design-science gap' in an engineering design-based laboratory unit in an introductory physics course for future engineers
Characterizing the 'design-science gap' in an engineering design-based laboratory unit in an introductory physics course for future engineers
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在面向未来工程师的入门物理课程中描述基于工程设计的实验室单元中的“设计与科学差距”
DOI：
10.1119/perc.2023.pr.subramaniam
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发表时间：
2023
期刊：
影响因子：
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通讯作者：
N. S. Rebello
中科院分区：
文献类型：
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作者：
Ravishankar Chatta Subramaniam;Amir Bralin;Jason W. Morphew;Carina M. Rebello;N. S. Rebello
为下一代 STEM 劳动力配备解决现实问题至关重要的技能至关重要。这一准备工作的成功很大程度上取决于专上学生科学课堂的教学创新。改革文件和研究表明，整合工程设计（ED）经验可以增加科学课程的价值。在这项研究中，我们探讨了物理入门课程的学生如何为指定的现实问题找到解决方案。通过仔细分析学生的实验报告，我们试图了解他们的解决方案中的设计科学联系。我们对五个方面进行了编码，以深入了解我们提供的用于指导学生完成任务的支架的有效性。这项研究的结果对如何提供适当的支架有影响，特别是在基于 ED 的任务中，以最大限度地提高科学学习的效果
It is essential to equip the next generation STEM workforce with skills that are crucial to solve real-world problems. The success of this preparation rests largely on the instructional innovations in science classrooms for postsecondary students. Reform documents and research suggest that integrating engineering design (ED) experiences add value to science courses. In this study we explore the ways in which students in an introductory physics course developed a solution to a prescribed real-world problem. By carefully analyzing students’ lab reports, we attempted to gain an understanding into the design science connection in their solution. We coded for five aspects to gain insights into the effectiveness of the scaffolds we had provided to guide the students through the task. Results of this study have implications on how to provide appropriate scaffolds, particularly in ED based tasks to maximize science learning