Collaborative Research: FIRE: Productive Disciplinary Engagement in a Complex Virtual Engineering Task: Authenticity, Roles, and Activity

协作研究：FIRE：复杂虚拟工程任务中富有成效的学科参与：真实性、角色和活动

• 批准号: 1251264
• 负责人: Susan Nolen
• 金额: $ 8.1万
• 依托单位: University of Washington
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-09-15 至 2016-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1251264&HistoricalAwards=false
• 关键词: Collaborative; Research; FIRE; Productive; Disciplinary

This collaborative proposal brings together engineering education researchers from one institution (Oregon State University) and learning scientists from another (University of Washington) in a two-year project involving two studies designed to investigate how productive disciplinary engagement is supported and constrained in a collaborative virtual engineering task in a capstone course. In one study, sociocultural and affective frames will be brought to bear on extant data (already analyzed cognitively) in order to explore interactions within five student groups working on the task, and between groups and instructor. These secondary analyses will focus on patterns of engagement, discourse processes, and social context of the groups embedded in the larger context of the course with the aim of shedding light on the ways in which engagement and learning develop. The second study will entail analyses of primary data (collected via pre- and post- surveys of students in the capstone course) to investigate the relationship of the experience in the virtual laboratory groups and student learning, interest in engineering, and post-graduate plans.

这项合作提案将来自一所机构（俄勒冈州立大学）的工程教育研究人员汇集了一项为期两年的项目，涉及两项研究，涉及两项研究，旨在调查旨在研究生产性纪律参与的研究，并在一项薪金集中的协作虚拟工程任务中如何支持和约束。在一项研究中，将在现有的数据（已经进行了认知上已经进行了分析），以探索从事该任务的五个学生群体以及群体和讲师之间的互动。这些次要分析将重点关注嵌入在课程更大背景下的群体的参与模式，社会环境，以阐明参与和学习的发展方式。第二项研究将需要对主要数据进行分析（通过在Capstone课程中对学生进行调查和后调查收集），以调查虚拟实验室小组中的经验与学生学习，对工程学的兴趣以及研究生计划的关系。