Instructional Sequences in Pre-College Engineering Education

大学预科工程教育的教学顺序

• 批准号: 1025163
• 负责人: Martin Reisslein
• 金额: $ 40万
• 依托单位: Arizona State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-10-15 至 2014-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1025163&HistoricalAwards=false
• 关键词: Instructional; Sequences; Pre; College; Engineering

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.

这个工程研究项目将研究的认知方面的教学设计的大学预科学生谁是新手在工程。 一组严格的实证实验将调查教学序列，动态适应工程表示，实践和反馈的预科学生从新手到胜任的问题解决者在一个基本的工程知识领域的进步。研究小组将在一组随机对照实验研究中使用混合定量和定性方法，对大学预科学生进行外展计划。 该项目将惠及1 000多名大学预科学生，其中包括很大一部分少数民族学生，他们将参加拟议在亚利桑那州进行的实验。 项目参与是否有潜力显著促进预科生的学习？解决工程问题的能力，以及自我效能和对工程的兴趣。 此外，该项目的调查结果将为全国范围内有效外展计划的制定和实施提供信息，从而大大提高其吸引代表性不足的群体从事工程职业的有效性。