The Problem Solving Studio: An Apprenticeship Environment for Aspiring Engineers.
The Problem Solving Studio: An Apprenticeship Environment for Aspiring Engineers.
复制标题
问题解决工作室：为有抱负的工程师提供的学徒环境。
DOI：
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发表时间：
2016
影响因子：
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通讯作者：
A. Waller
中科院分区：
文献类型：
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作者：
J. Doux;A. Waller
本文介绍了问题解决工作室（PSS）的学习环境。PSS的目的是教学生如何解决困难的分析工程问题，而不诉诸于死记硬背的算法，而在同一时间发展自己的深刻的概念理解的课程主题。PSS有几个关键特征。首先，学生两人一组解决问题，与另一个两人一组在同一张桌子上工作。学生团队和桌子是稳定的，在学期的大部分时间里都在一起。这些团队在一个公共的、共享的解决问题的空间中工作，允许课堂导师（学生的附近同龄人）和教师观察和批评他们的工作。工作的公共性质使教师能够为学生提供实时，现场反馈。此外，它使教师能够根据每个团队的需求量身定制挑战级别，这样的问题对于任何一个学生来说都太难了，无法独自解决，但是考虑到PSS环境提供的支持，团队可以一起解决它。我们把这种对问题难度的有针对性的调整称为动态脚手架。PSS通过一组特定的参与者结构提供学生所需的支持，这些结构管理教师，课堂导师和学生在课堂上如何互动。本文介绍了PSS的方法，以及它是如何在入门级课程实施的格鲁吉亚技术称为“生物医学工程的保护原则（BMED 2210）"。我们的研究结果表明，即使PSS强调工程解决问题的能力，学生的材料的概念理解显着提高，测量Shallcross的材料和能量平衡概念清单。我们的工作的影响，特别是关于使用PSS在翻转教室，进行了讨论。
This paper describes the problem-solving studio (PSS) learning environment. PSS was designed to teach students how to solve difficult analytical engineering problems without resorting to rote memorization of algorithms, while at the same time developing their deep conceptual understanding of the course topics. There are several key features of PSS. First, students work in teams of two to solve problems, working at the same table with another team of two. The student teams and tables are stable, remaining together for most of the semester. The teams work in a public, shared problem-solving space that allows in-class mentors (near peers of the students) and the instructor to observe and critique their work. The public nature of the work enables the instructor to provide students with real-time, situated feedback. In addition, it enables the instructor to tailor the challenge level to the needs of each team, such that the problem is too difficult for any one student to solve on their own, but reasonable enough that the team can solve it together, given the support that the PSS environment provides. We call this targeted adjustment of the problem’s difficulty dynamic scaffolding. PSS provides the support students need through a specific set of participant structures that govern how the instructors, in-class mentors, and students interact during class. This paper describes the PSS approach and how it has been implemented in an entry-level course at Georgia Tech called “Conservation Principles of Biomedical Engineering (BMED 2210)”. Our results show that even though PSS emphasizes engineering problem-solving skills, the students’ conceptual understanding of the material significantly improves, as measured by Shallcross’ material and energy balances concept inventory. The implications of our work, particularly with respect to the use of PSS in flipped classrooms, are discussed.
影响因子：
3.3
作者：
Schwartz, DL;Bransford, JD
通讯作者：
Bransford, JD