Model-Eliciting Activities (MEAs) as a Bridge Between Engineering Education Research and Mathematics Education Research
Model-Eliciting Activities (MEAs) as a Bridge Between Engineering Education Research and Mathematics Education Research
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模型引发活动（MEA）作为工程教育研究和数学教育研究之间的桥梁
DOI：
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
Michael A. Brilleslyper
中科院分区：
文献类型：
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作者：
E. Hamilton;R. Lesh;F. Lester;Michael A. Brilleslyper
本文介绍了模型引出活动(MEA)作为案例研究团队问题解决的一种形式。MeA设计侧重于从学生的概念模型中得出他们在解决问题时反复修改的概念模型。虽然MEAS是由数学教育研究人员开发的，用于研究中学生数学问题解决技能的演变，但它越来越多地被用于本科工程学的入门课程水平，并成为几个NSF拨款的主题，以扩大其实施。执行方面的一个主要挑战是找到多边环境协定与其他教学方法的适当结合。目前的研究和开发工作包括五个领域，以扩大中东和非洲地区结构的理论和经验范围。这些措施包括开发和使用反思工具，这是一种培养解决问题个性的工具；实施当前和未来的学习技术；启发和修复本科生的错误观念；制定工程学学生的道德框架；以及在更高水平的工程学课程中实施启发式模式。
This article introduces Model-Eliciting Activities (MEAs) as a form of case study team problem-solving. MEA design focuses on eliciting from students conceptual models that they iteratively revise in problem-solving. Though developed by mathematics education researchers to study the evolution of mathematical problem-solving expertise in middle school students, MEAs are increasingly used in undergraduate engineering at the introductory course level, and are the subject of several NSF grants to expand their implementation. A primary implementation challenge involves finding appropriate blends of MEAs with other pedagogies. Current research and development efforts include five areas of expanding the theoretical and empirical scope of the MEA construct. These include development and use of Reflection Tools, a device to nurture problem-solving personalities; implementation of current and futuristic learning technologies; elicitation and repair of misconceptions among undergraduates; development of engineering students’ ethical frameworks; and implementation of the elicitation model in higher level engineering courses.