Model Eliciting Activities: An In-class Approach to Improving Interest and Persistence of Women in Engineering
Model Eliciting Activities: An In-class Approach to Improving Interest and Persistence of Women in Engineering
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模型启发活动：提高女性对工程的兴趣和持久性的课堂方法
DOI：
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发表时间：
2004
期刊：
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通讯作者：
M. Hjalmarson
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文献类型：
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作者：
H. Diefes‐Dux;D. Follman;J. Zawojewski;B. Capobianco;M. Hjalmarson
模型导出活动 (MEA) 是一个现实世界中客户端驱动的问题。 MEA 的解决方案需要使用问题未指定的一个或多个数学或工程概念——学生必须对他们现有的知识和理解有新的认识，以制定一个可供客户用来解决给定问题和类似问题的通用数学模型。 MEA 创造了一个重视数学能力以外的技能的环境，因为重点不是使用规定的方程和算法，而是使用有效解决工程问题所需的更广泛的技能。精心构建的 MEA 可以帮助学生做好团队有效沟通和工作的准备；采用和调整概念工具；构建、描述和解释复杂系统；并应对复杂的系统。我们的推测是，与典型的工程课程体验相比，MEA 提供了一个适合更多样化人群的学习环境，因为它们允许具有不同背景和价值观的学生脱颖而出。此外，我们相信，将这些类型的活动融入工程课程，不仅有可能“填补空白”，还可以为工程领域的女性“打开大门”。作为 NSF 资助的性别平等项目的一部分，2002 年秋季普渡大学一年级问题解决和计算机工具课程中实施了四个 MEA。本文将描述 MEA 的性质，概述研究方法，并展示我们机构课程改革的证据。
A Model Eliciting Activity (MEA) is a real-world client-driven problem. The solution of an MEA requires the use of one or more mathematical or engineering concepts that are unspecified by the problem – students must make new sense of their existing knowledge and understandings to formulate a generalizable mathematical model that can be used by the client to solve the given and similar problems. An MEA creates an environment in which skills beyond mathematical abilities are valued because the focus is not on the use of prescribed equations and algorithms but on the use of a broader spectrum of skills required for effective engineering problem solving. Carefully constructed MEAs can begin to prepare students to communicate and work effectively in teams; to adopt and adapt conceptual tools; to construct, describe, and explain complex systems; and to cope with complex systems. Our conjecture is that MEAs provide a learning environment that is tailored to a more diverse population than typical engineering course experiences as they allow students with different backgrounds and values to emerge as talented. Further, we believe that adapting these types of activities to engineering courses has the potential to go beyond “filling the gaps” to “opening doors” to women in engineering. As part of an NSF funded Gender-Equity project, four MEAs were implemented in a first-year problem solving and computer tools course at Purdue University in Fall 2002. This paper will describe the nature of MEAs, overview the research methodology, and demonstrate evidence of curriculum reform at our institution.