Collaborative Research: Research: Investigating Jonassen’s Design Theory of Problem Solving in Support of Pedagogical Change in Introductory Aerospace Engineering

该项目的重点是为工程本科生设计和促进基于问题的学习体验。基于问题的学习为学生提供了真实的世界问题解决的经验，类似于那些在专业面临的。几十年来，它一直被培养医疗保健工作者的大学所接受，最近又被用于培养工程师。然而，教师发现基于问题的学习经验的创建和管理相当具有挑战性。这可能会导致学生和教师的负面体验，这可能会破坏学习，降低对专业的整体兴趣。此外，它可能导致教师放弃这种做法，采用更传统、效率更低的教学方法。这个项目将提高我们对基于问题的学习环境中师生互动的理解。此外，该项目将导致方法，帮助教师在设计和促进工程专业学生的形成性问题解决经验。这项工作是重要的，以支持教师在创建和促进以问题为基础的学习，这将提高工程专业的学生的专业准备。以问题为基础的学习（PBL）已被证明是承诺，在提供一系列理想的学习成果，往往是赤字在工程本科生。然而，由于各种原因，实施对教师来说是具有挑战性的。在本研究中，我们将探讨PBL实施的两个严重挑战：产生适当的定义不明确的问题和促进学生的问题解决。两个研究问题管理拟议的工作：RQ 1）如何才能Jonassen的设计理论的问题解决可操作性，以帮助教师在开发一系列真正的解决问题的机会？如何将Jonassen的问题解决设计理论操作化，以促进师生互动和问题解决的支架？我们将在R1机构开发航空航天工程入门课程的解决问题的经验，因为它过渡到整合PBL经验。这种转变将由Jonassen所描述的问题类型学和问题解决特征的理论基础指导。计划进行四项中心研究活动：1）对航空航天工程导论教育中的现有问题进行抽样和表征; 2）利用结构性和复杂性作为“可控因素”，捕获和分析四种不同难度的问题类型的问题生成过程; 3）观察和分析教师与学生的互动和学生解决问题的轨迹，有和没有教学支架;和4）与工程学院讨论本研究，以了解影响研究结果可扩展性和可扩展性的问题。为了使这项研究接地，我们将使用Jonassen被广泛引用的问题解决设计理论作为理论基础。具体来说，我们将利用他的理论的两个方面-问题的变化，其特点是“结构性”和“复杂性”，和问题类型学，它承认不同的问题类型，激发不同的解决问题的策略。通过混合的方法，基于设计的研究协议，我们将使用这些方面来映射当前最先进的问题创建，捕捉在一个单一的课程背景下的工程问题开发的过程，并跟踪解决问题的促进过程，以评估教师的设计意图（即学习成果）是由学生实现的程度。这项研究将导致两个结果。首先，它将提高我们对教师在“PBL开销”方面的问题开发过程的理解-即时间，资源和与预期学习成果（RQ 1）的一致性。第二，它将提高我们对PBL环境中师生互动动态的理解（RQ 2）。拟议的工作将为标准和方法的发展奠定基础，这些标准和方法可以支持教师更系统地发展与工程实践相一致的解决问题的经验。该研究项目是布法罗大学和北卡罗来纳州州立大学之间的合作项目。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

This project is focused on the design and facilitation of problem based learning experiences for engineering undergraduates. Problem based learning provides students with real world problem solving experiences similar to those faced in the profession. It has been embraced by universities that train healthcare workers for several decades and more recently for the training of engineers. However, faculty find the creation and management of problem based learning experiences quite challenging. This can lead to negative experiences for both students and faculty, which can undermine learning and lower overall interest in the profession. Further, it can lead faculty to abandon such practices for more traditional, less effective teaching approaches. This project will improve our understanding of faculty-student interaction in problem based learning environments. Additionally, this project will lead to methods that help faculty in the design and facilitation of formative problem solving experiences for engineering students. This work is important to supporting faculty in the creation and facilitation of problem-based learning which will improve the professional preparation of engineering students.Problem based learning (PBL) has demonstrated promise in providing a range of desirable learning outcomes that are often deficit in engineering undergraduates. However, implementation is challenging for faculty for a variety of reasons. In this research, we will investigate two acute challenges of PBL implementation; generating appropriately ill-defined problems and facilitating students’ problem solving. Two research questions govern the proposed work: RQ1) How can Jonassen's design theory of problem solving be operationalized to help faculty in developing a range of authentic problem-solving opportunities? and RQ2) How can Jonassen’s design theory of problem solving be operationalized to facilitate faculty-student interaction and scaffolding of problem solving? We will develop problem solving experiences for an introductory aerospace engineering course at an R1 institution as it transitions to integrate PBL experiences. This transition will be guided by the theoretical foundations of problem typology and problem-solving characteristics as described by Jonassen. Four central research activities are planned: 1) sampling and characterizing current problems used in introductory aerospace engineering education; 2) capturing and analyzing the problem generation process for four different problem types at varying levels of difficulty using structuredness and complexity serve as “controllable factors”; 3) observing and analyzing faculty-student interactions and student problem-solving trajectories with and without an instructional scaffold; and 4) discussion of this research with engineering faculty to understand issues impacting extensibility and scalability of findings. To ground this research, we will use Jonassen’s widely cited design theory of problem solving as a theoretical foundation. Specifically, we will leverage two facets of his theory – problem variation as characterized by “structuredness” and “complexity,” and problem typology, which recognizes distinct problem types that provoke distinct problem-solving strategies. Through a mixed-methods, design-based research protocol, we will use these facets to map the current state-of-the art of problem creation, capture the process of engineering problem development within a single course context, and trace the problem-solving facilitation process to evaluate the degree to which faculty design intent (i.e. learning outcomes) is realized by students. The research will lead to two outcomes. First, it will improve our understanding of the problem development process for faculty in terms of “PBL overhead” - i.e. time, resources, and alignment with intended learning outcomes (RQ1). Second, it will improve our understanding of the dynamics of faculty-student interaction in PBL environments (RQ2). The proposed work will lay foundations for the development of standards and methods that can support faculty in more systematic development of problem-solving experiences that are well-aligned with engineering practice. This research project is a collaboration between the University at Buffalo and North Carolina State University.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.