Collaborative Research: Developing a Concept Inventory for Engineering Design Graphics

工程图学是工程和工程技术中招生人数最多的课程之一；然而，今天的工程图学教育教授的是“当今的CAD工具”，而不是基础知识。这个项目将进行教育研究，开发一个工程图学概念清单，供STEM教育工作者使用，以帮助广泛的学生。已经为STEM领域的许多基础课程编制了概念清单。最值得注意的是，20世纪80年代初制定的原力概念清单引发了物理教育的改革，更注重学生对基本概念的理解，而不是死记硬背事实。因此，概念清单使教师能够以基础知识为重点设计课程，并为他们提供一种有效的方法来评估学生对这些基本概念的理解。由于学生在高中、社区大学和四年制院校中注册工程图学，该项目具有巨大的潜力，可以改善许多学生对工程图学基本概念的学习。在之前的美国国家科学基金会DUE-1044269项目中，研究团队使用德尔福研究来确定工程图学中的基本概念。该项目将根据以前确定的基本概念编制清单。该仪器将通过严格的研究和开发过程进行开发，并将填补工程和技术教育的空白。该项目的成果将被广泛传播，并将面向来自多个机构的教师，包括高中、社区大学和四年制大学。该项目的成果将在工程图学教育界的学者中长期存在。

Engineering graphics is one of the largest enrollment courses within engineering and engineering technology; however, much of engineering graphics education today teaches the "CAD tool of the day" rather than the fundamentals. This project will conduct educational research in the development of a concept inventory for engineering graphics concepts that can be used by STEM educators to help a wide spectrum of students. Concept Inventories have been developed for many fundamental courses in the STEM fields. Most notably, the Force Concept Inventory developed in the early 1980s, sparked a reform in physics education that focused more on student understanding of fundamental concepts rather than rote memorization of facts. Hence Concept Inventories enable faculty to design their courses with a focus on the fundamentals and provide them with a validated means of assessing student understanding of these basic concepts. Since students enroll in engineering graphics within high schools, community colleges, and four-year institutions, this project holds great potential to improve the learning of fundamental concepts in engineering graphics for many students. In a prior NSF project DUE-1044269, the research team used a Delphi Study to identify the fundamental concepts in engineering graphics. This project will develop its inventory based on those previously identified fundamental concepts. The instrument will be developed through a rigorous research and development process and will fill a gap in engineering and technology education. The project results will be disseminated broadly and will be targeted to faculty from a wide array of institutions, including high schools, community colleges, and four-year colleges. The project results will be long lasting within the engineering graphics education community of scholars.