NSF Young Investigator

NSF 青年研究员

• 批准号: 9358516
• 负责人: Cynthia Atman
• 金额: $ 38.09万
• 依托单位: University of Pittsburgh
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 1993
• 资助国家: 美国
• 起止时间: 1993-09-01 至 1999-02-23
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9358516&HistoricalAwards=false
• 关键词: NSF; Young; Investigator

9358516 Atman Engineering education for the beginning student should 1)engage the student's interest so he/she will stay in engineering and 2)provide the student with a foundation for learning how to function successfully in a world of rapid technological change. As a way to meet these challenges, many engineering schools are changing their curricula to include realistic engineering problems for students to solve in their freshman year. These can be semester long engineering design projects or shorter problems that are open-ended in nature. By giving freshman engineers open-ended problems to solve, we will provide them with a simulated real world experience, but at this print we have no research base from which to provide recommendations for the engineering professors who must guide students through the ambiguity of the engineering design process. What can we expect a freshman engineer to extract about the engineering process while solving open-ended problems? Does the student apply what is learned in one problem to the next problem encountered? The objective of this work is to document the problem-solving approach novice engineers take when presented with ambiguous, pen- ended design problems. This will be accomplished b a series of think-aloud studies that examine various aspects of engineering students' strategies for solving open-ended problems. These data will answer questions such as 1)do "good" students and "poor" students differ in their approach to studying case study material and solving open ended problems? 2)do approaches to engineering design problems of these two student groups differ from experienced engineers?, and 3)do engineering students generate self- explanations as they study case-study material about design problems, and does this help them improve their performance in design tasks? The answers to these questions will contribute to a research base from which recommendations will be developed for teaching strategies to facilitat e learning for engineering students. ***

9358516 ATMAN工程学教育应为1）吸引学生的兴趣，以便他/她将留在工程中，2）为学生提供学习如何在快速技术变革世界中成功运作的基础。 作为应对这些挑战的一种方式，许多工程学校正在更改课程，包括在大一新生中解决现实的工程问题。 这些可以是学期的工程设计项目，也可以是自然界开放式的较短问题。 通过给新生工程师开放式问题要解决，我们将为他们提供模拟的现实世界经验，但是在此印刷品上，我们没有研究基础可以为工程教授提供建议，这些工程教授必须指导学生通过工程设计过程的模棱两可。 我们可以期望新生工程师在解决开放式问题时提取有关工程过程的信息？ 学生是否将一个问题中学到的知识应用于遇到的下一个问题？ 这项工作的目的是记录新手工程师在出现模棱两可的，末端的设计问题时采取的解决方法。 这将是一系列思考研究的研究，该研究研究了工程学生解决开放式问题的各个方面。 这些数据将回答诸如1）“好”学生和“贫穷”的学生在研究案例研究材料和解决开放性问题的方法方面有所不同吗？ 2）这两个学生群体的工程设计问题的方法是否与经验丰富的工程师不同吗？3）工程学生在研究有关设计问题的案例研究材料时是否会产生自我解释，这是否有助于他们提高其在设计任务中的表现？ 这些问题的答案将有助于研究基础，从中为教学策略提出建议，以促进工程专业的学生学习。 ***