NSF Young Investigator

NSF 青年研究员

• 批准号: 9358516
• 负责人: Cynthia Atman
• 金额: $ 38.09万
• 依托单位: University of Pittsburgh
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 1993
• 资助国家: 美国
• 起止时间: 1993-09-01 至 1999-02-23
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9358516&HistoricalAwards=false
• 关键词: NSF; Young; Investigator

9358516 Atman Engineering education for the beginning student should 1)engage the student's interest so he/she will stay in engineering and 2)provide the student with a foundation for learning how to function successfully in a world of rapid technological change. As a way to meet these challenges, many engineering schools are changing their curricula to include realistic engineering problems for students to solve in their freshman year. These can be semester long engineering design projects or shorter problems that are open-ended in nature. By giving freshman engineers open-ended problems to solve, we will provide them with a simulated real world experience, but at this print we have no research base from which to provide recommendations for the engineering professors who must guide students through the ambiguity of the engineering design process. What can we expect a freshman engineer to extract about the engineering process while solving open-ended problems? Does the student apply what is learned in one problem to the next problem encountered? The objective of this work is to document the problem-solving approach novice engineers take when presented with ambiguous, pen- ended design problems. This will be accomplished b a series of think-aloud studies that examine various aspects of engineering students' strategies for solving open-ended problems. These data will answer questions such as 1)do "good" students and "poor" students differ in their approach to studying case study material and solving open ended problems? 2)do approaches to engineering design problems of these two student groups differ from experienced engineers?, and 3)do engineering students generate self- explanations as they study case-study material about design problems, and does this help them improve their performance in design tasks? The answers to these questions will contribute to a research base from which recommendations will be developed for teaching strategies to facilitat e learning for engineering students. ***

小行星9358516 工程教育的开始学生应该1）从事学生的兴趣，使他/她将留在工程和2）为学生提供学习如何在快速技术变革的世界成功运作的基础。 作为应对这些挑战的一种方式，许多工程学院正在改变他们的课程，以包括学生在大一时解决的现实工程问题。 这些可以是学期长的工程设计项目或较短的问题，是开放式的。 通过给新生工程师开放式的问题来解决，我们将为他们提供一个模拟的真实的世界的经验，但在这篇文章中，我们没有研究基础来为工程教授提供建议，他们必须引导学生通过工程设计过程的模糊性。 在解决开放式问题时，我们可以期望一个新生工程师从工程过程中提取什么？ 学生是否将在一个问题中学到的知识应用到下一个遇到的问题中？ 这项工作的目的是记录问题解决的方法，新手工程师时，提出了模糊的，悬而未决的设计问题。 这将是完成B一系列的思考出声研究，检查工程专业学生的解决开放式问题的策略的各个方面。 这些数据将回答以下问题：1）“好”学生和“差”学生在学习案例研究材料和解决开放性问题的方法上是否有差异？ 2）这两个学生群体解决工程设计问题的方法是否与有经验的工程师不同？3）工科学生在学习设计问题的案例研究材料时是否会产生自我解释，这是否有助于他们提高设计任务的表现？ 这些问题的答案将有助于一个研究基础，从该建议将制定教学策略，以促进工程专业学生的学习。 ***