Instructional Sequences in Pre-College Engineering Education

这个工程研究项目将研究工程学新手的大学预科学生的教学设计的认知方面。一组严格的实证实验将调查教学序列，动态地适应工程表示，实践和反馈，作为大学预科学生从初学者到有能力的问题解决者在基本的工程知识领域。研究小组将在一组随机对照实验研究中使用混合的定量和定性方法，研究对象是参加外展计划的大学预科学生。该项目将覆盖1000多名大学预科学生，其中包括很大一部分少数民族学生，他们将参与亚利桑那州的拟议实验。项目参与是否有潜力显著促进大学预科学生的发展？解决工程问题的能力，以及对工程的自我效能感和兴趣。此外，该项目的研究结果将为制定和实施有效的全国推广计划提供信息，从而大大提高其有效性，以吸引代表性不足的群体从事工程职业。

This engineering research project will examine the cognitive aspects of instructional designs for pre-college students who are novices in engineering. A set of rigorous empirical experiments will investigate instructional sequences that dynamically adapt engineering representations, practice, and feedback as pre-college students advance from novices to competent problem solvers in a basic engineering knowledge domain. The research team will use mixed quantitative and qualitative methods within a set of randomized controlled experimental studies with pre-college students in outreach programs. This project will reach over 1,000 pre-college students, including a large portion of minority students, who will participate in the proposed experiments in Arizona. The project participation has the potential to significantly promote the pre-college students? engineering problem solving skills, as well as self-efficacy and interest in engineering. In addition, the findings of this project will inform the development and implementation of effective outreach programs nationwide, thus substantially increasing their effectiveness to attract underrepresented groups to engineering careers.