A New Engineering Taxonomy For Assessing Conceptual And Problem Solving Competencies
A New Engineering Taxonomy For Assessing Conceptual And Problem Solving Competencies
复制标题
用于评估概念和解决问题能力的新工程分类法
DOI：
10.18260/1-2--16727
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发表时间：
2010
期刊：
影响因子：
--
通讯作者：
M. Girgis
中科院分区：
文献类型：
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作者：
M. Girgis
一个工程分类正在提出，以评估和提高学生的概念和解决问题的能力。该分类法包括以下分类：前知识概念经验;基本概念知识;应用概念知识;程序知识;高级知识和分析技能;基于项目的知识;和专业工程知识和实践。一个概念和解决问题的清单（CPI）已经开发，以评估学生的概念和程序技能。CPI包含一组力学问题，旨在适应三个层次的分类：基础，中级和高级。工程问题解决技能的增量增长，如分类法和CPI所示，也适用于其他STEM学科：科学，技术和数学。CPI作为开发评估工具的框架，该工具具有可衡量的结果，可以进行评分，并将学生置于分类中的适当级别。此外，一个样本的实验室作业，以证明动手经验对学生的概念理解和解决问题的能力的积极影响。初步结果的测试系列工程大三学生的报告。这些结果表明，有效的开发工具，包括分类，CPI，和评估量规。本文提供了一个综合的方法来开发和提高学生的概念和程序技能，利用所提出的工具。这种方法是迭代的，需要灵活性和调整，同时使用这些工具来最好地准备和推进课堂环境。
An engineering taxonomy is being proposed in order to assess and enhance the student’s conceptual and problem-solving competencies. The taxonomy consists of the following taxa: pre-knowledge conceptual experiences; basic conceptual knowledge; applied conceptual knowledge; procedural knowledge; advanced knowledge and analytical skills; project-based knowledge; and professional engineering knowledge and practice. A Concept and Problemsolving Inventory (CPI) has been developed in order to assess the student’s conceptual and procedural skills. The CPI contains a set of mechanics problems designed to fit the three levels of the taxonomy: fundamental, intermediate and advanced. The incremental growth of engineering problem-solving skills, as illustrated by the taxonomy and the CPI, is also applicable to other STEM disciplines: science, technology and mathematics. The CPI served as the framework for developing an assessment instrument with measurable outcomes that enable scoring, as well as placing the student at the appropriate level within the taxonomy. Further, a sample laboratory assignment is presented to demonstrate the positive impact of hands-on experiences on the student’s conceptual understanding and problem-solving skills. Initial results of a test series given to engineering juniors are reported. These results indicate the effectiveness of the developed tools including the taxonomy, the CPI, and the assessment rubric. The paper offers an integrated approach to develop and enhance the student’s concept and procedural skills by utilizing the presented tools. The approach is iterative and requires flexibility and adjustment while using these tools to best prepare and advance the classroom environment.