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

工程-其他(59)这是一个合作项目，涉及加州理工州立大学、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-双子城。它是在模型启发活动(MEAS)的基础上建立和扩展的，MEAS是在数学教育研究中开发的一种成熟的方法，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、真实的问题，这些问题是由几个学生小组解决的。采用MEA，观察学生问题解决能力的发展和数学认知的发展。然而，它已经越来越多地被记录为一种帮助学生成为更好的问题解决者的方法，以及一种帮助教师和研究人员更好地设计情景以吸引学习者进行生产性数学思维的工具。研究人员正在借鉴数学教育的理论框架和NSF资助的一系列研究的研究结果，并创建一种战略性的、可扩展的方法，以解决工程教育中的关键目标。这些目标包括发展有效的、可转移的解决问题和创造能力；更有效地学习和保留重要概念；以及更有效地查明错误观念和培养积极的道德框架。他们还在调查和推广一套评估方法，这些方法已经在最近的中东和非洲研究中开发和测试。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的使用扩展到本科生推理和解决问题的特定方面，(3)确定一年级工科学生在解决MEA时使用的解决路径，(4)进行全面的传播和灌输努力，以及(5)在本科教育中制定全面的模型和建模研究议程。特别是，他们正在深化在六个合作机构的本科课程中实施MEA和相关的学生和教师评估；将可用的MEA库扩大到不同的工程学科；并将MEA方法扩展到工程中的误解、创新和伦理决策。他们正在通过会议上的论文和已取得的期刊，通过与NSDL链接的CD和网络格式，通过为工程教育工作者和K-12教师举办的一些讲习班，以及通过几个参与机构的职前教师特别方案，传播他们的材料和成果。由一名外部独立评估员领导的评价工作正在监测所有五项目标的进展情况。更广泛的影响包括传播材料和成果、为其他教员举办讲习班、K-12教师外展活动以及这一吸引学生的方法对人数不足的学生产生的积极影响。

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.