Investigating Trajectories of Learning & Transfer of Problem Solving Expertise from Mathematics to Physics to Engineering

测量、建模和方法类别项目的研究人员正在研究理工科学生如何在其学术生涯的主要部分建立解决问题的专业知识，以及他们如何在本科STEM课程中转移他们的知识和技能。他们在三年的课程中观察学生的问题，从数学开始，一直到物理入门到工程课程。这项为期三年的研究计划包括课内和课外的纵向和横向研究，涉及堪萨斯州立大学7个班级的3000名学生。研究团队正在研究与问题解决相关的以下变量：问题的结构性、复杂性、领域特殊性和动态性；问题的形式、组织和顺序的问题表征；以及领域知识、问题解决经验、推理技能和认识论成熟度的个体差异。正在使用定量数据和定性证据来研究变量。用以前的国家科学基金会基金(截止日期0206923)创建的在线作业系统将能够对大量学生的变量进行量化分析。来自代表性不足群体的科目数据将被分析，并与更大的学生群体进行比较。本项目的研究成果有望增进对本科STEM教与学的认识和理解。

The investigators of the project Measurement, Modeling, and Methods Category are studying how science and engineering students build towards problem solving expertise throughout a major part of their academic careers and how they transfer their knowledge and skills across undergraduate STEM courses. They are observing students' problem across 3 years of courses starting with mathematics and continuing through introduction to physics to engineering courses. The three year research plan consists of longitudinal and cross-sectional studies that take place both in-class and out-of-class and involve 3000 students through seven classes at Kansas State University. The research team is studying the following variables associated with problem solving: the problem features of structuredness, complexity, domain specificity, and dynamicity; problem representation of form, organization, and sequencing; and individual differences of domain knowledge, problem solving experience, reasoning skills, and epistemological maturity. Quantitative data and qualitative evidence are being used to study the variables. An on-line homework system created with previous NSF funding (DUE 0206923) will enable quantitative analysis of the variables with large numbers of students.The data of subjects from underrepresented groups will be analyzed and compared to the larger groups of students. Results of this project are expected to advance the knowledge and understanding of STEM teaching and learning in undergraduate education.