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

这是一个涉及加州州立理工大学、科罗拉多矿业学院、普渡大学、美国空军学院、匹兹堡大学、明尼苏达大学双城分校的合作项目。它建立并扩展了模型引出活动（MEAs），这是一种在数学教育研究中发展起来的行之有效的方法，最近被引入工程教育。mea使用开放式的案例研究来模拟真实的、现实世界的问题，由学生小组来解决。开发MEA是为了观察学生解决问题能力的发展和数学认知的增长。然而，越来越多的文献证明，它是一种帮助学生更好地解决问题的方法，也是一种帮助教师和研究人员更好地设计情境以吸引学习者进行生产性数学思维的工具。研究人员正在从数学教育和一系列NSF资助的研究中获得理论框架和研究成果，并为解决工程教育中的关键目标创造一种战略性的、可扩展的方法。这些目标包括发展有效的、可转移的解决问题的能力和创造力；更有效地学习和记住重要的概念；更有效地识别误解，培养积极的道德框架。他们还在调查和扩展在最近的多边环境评估研究中开发和测试的一套评估方法。他们的具体目标是：(1)扩展MEA的方法和应用，(2)研究学生的问题解决策略，并将MEA的使用扩展到本科推理和解决问题的特定方面，(3)确定工程一年级学生在解决MEA时使用的解决方案路径，(4)执行全面的传播和灌输工作，(5)为本科教育中的模型和建模制定全面的研究议程。特别是，它们正在深化在六个伙伴院校的本科课程中实施多边环境协定和相关的学生和教师评估；将可用的mea库扩展到不同的工程学科；并将MEA方法扩展到工程中的误解、创新和道德决策。他们通过在会议和学术期刊上发表论文，通过CD和与NSDL链接的网络格式，通过为工程教育工作者和K-12教师举办的一些研讨会，以及通过为几个参与机构的职前教师举办的特别项目来传播他们的材料和成果。由外部独立评价人员领导的评价工作正在监测所有五个目标的进展情况。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教师的外展，以及这种吸引人的方法对代表性不足的学生的积极影响。

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.