Collaborative Research: Improving Engineering Students' Learning Strategies Through Models and Modeling

协作研究：通过模型和建模改进工科学生的学习策略

• 批准号: 0717508
• 负责人: Heidi Diefes-Dux
• 金额: $ 26.44万
• 依托单位: Purdue University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-09-01 至 2012-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0717508&HistoricalAwards=false
• 关键词: Collaborative; Research; Improving; Engineering; Students

Engineering - Other (59)This is a collaborative project involving California Polytechnic State University, Colorado School of Mines, Purdue University, United States Air Force Academy, University of Pittsburgh, University of Minnesota-Twin Cities. It is building upon and extending model-eliciting activities (MEAs), a proven methodology developed in mathematics education research and recently introduced to engineering education. MEAs use open-ended case studies to simulate authentic, real-world problems that small teams of students address. MEA were developed to observe the development of student problem-solving competencies and the growth of mathematical cognition. However, it has been increasingly documented as a methodology to help students become better problem solvers, as well as a tool to help both instructors and researchers better design situations to engage learners in productive mathematical thinking. The investigators are taking the theoretical framework from mathematics education and research results from a series of NSF funded studies and creating a strategic, scalable approach for addressing crucial goals in engineering education. These goals include developing effective, transferable competencies in problem-solving and creativity; more effectively learning and retaining important concepts; and more effectively identifying misconceptions and nurturing positive ethical frameworks. They also are investigating and extending a suite of assessment approaches that have been developed and tested in recent MEA research. Their specific objectives are: (1) to expand the MEA methodology and application, (2) to study students' problem solving strategies and extend the use of MEAs to specific aspects of undergraduate reasoning and problem-solving, (3) to determine solution paths first-year engineering students use in solving MEAs, (4) to execute a comprehensive dissemination and infusion effort, and (5) to develop a comprehensive research agenda for models and modeling in undergraduate education. In particular, they are deepening the implementation of MEAs and related student and faculty assessment in undergraduate curriculum across the six partner institutions; broadening the libraries of usable MEAs to different engineering disciplines; and extending the MEA approach to misconceptions, innovation, and ethical decision-making in engineering. They are disseminating their material and results through papers at conferences and in achieved journals, through CD and web formats with links to the NSDL, through a number of workshops for both engineering educators and K-12 teachers, and through special programs for pre-service teachers at several participating institutions. The evaluation effort, which is led by an outside independent evaluator, is monitoring progress on all five objectives. Broader impacts include the dissemination of the materials and results, the workshops for other faculty, the K-12 teacher outreach, and the positive effects of this engaging approach on students from underrepresented populations.

工程 - 其他（59）这是一个合作项目，涉及加利福尼亚理工大学，科罗拉多州矿业学院，普渡大学，美国空军学院，匹兹堡大学，明尼苏达大学两国城市。 它正在建立和扩展模型的活动（MES），这是一种在数学教育研究中开发的良好方法，并最近引入了工程教育。 MEA使用开放式案例研究来模拟小型学生团队所解决的真实现实世界中的问题。开发了MEA来观察学生解决问题的能力的发展和数学认知的增长。但是，它已被越来越多地记录为一种方法，以帮助学生成为更好的解决问题者，并帮助教师和研究人员更好地设计情况，以吸引学习者进行生产性数学思维。研究人员正在从数学教育和研究结果中汲取一系列NSF资助的研究的研究结果，并创建了一种战略性，可扩展的方法来解决工程教育中的关键目标。这些目标包括在解决问题和创造力方面发展有效的，可转移的能力；更有效地学习和保留重要概念；更有效地确定误解并培养积极的道德框架。他们还正在调查并扩展一套评估方法，这些评估方法已在最近的MEA研究中开发和测试。 它们的具体目标是：（1）扩展MEA方法和应用，（2）研究学生的问题解决策略，并将其扩展到本科推理和解决问题的特定方面，（3）确定一年级工程学生在解决方案中使用的解决方案路径，（4）在全面的散布和注入努力下进行综合的教育，并进行了一项全面的研究，并进行了模型，并进行了更全面的模型，并进行了更全面的研究。特别是，他们正在加深对六个合作伙​​伴机构的本科课程中的分量以及相关学生和教职员工评估的实施；将可用量的图书馆扩展到不同的工程学科；并扩展MEA在工程学中的误解，创新和道德决策。 他们通过在会议和实现的期刊上，通过CD和Web格式在NSDL的链接，通过工程教育者和K-12教师的许多研讨会以及通过多个参与机构的服务前教师的特殊计划来传播其材料和结果。 由外部独立评估者领导的评估工作正在监视所有五个目标的进度。 更广泛的影响包括材料和结果的传播，其他教师的研讨会，K-12教师外展的讲习班，以及这种引人入胜的方法对人群不足的学生的积极影响。