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

合作研究：研究：调查乔纳森的问题解决设计理论以支持航空航天工程入门教学的变革

基本信息

批准号：
2117224
负责人：
Andrew Olewnik
金额：
$ 25.02万
依托单位：
SUNY at Buffalo
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2021
资助国家：
美国
起止时间：
2021-09-01 至 2024-08-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2117224&HistoricalAwards=false
关键词：
Collaborative Research Investigating Jonassen Design

项目摘要

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.

这个问题的学习是将雷神问题太阳的学生带到了几十年的时间里。教师可以破坏学习的整体兴趣。设计促进问题的促进工程专业的学生。在这项研究中，工程学的赤字会在这项研究中进行研究。在开发一系列真实的解决问题的机会和RQ2）中，我如何设计解决问题的设计理论，以促进教师的互动和解决问题的脚克jonassen所描述的Interive in Intinition。如果没有发现的脚尖脚步，我们将使用广泛引用的问题解决的设计理论作为理论的两个方面。，这是通过混合方法来识别不同问题的策略的不同问题评估学位的to tow教师设计台的结果是由学生实现的，资源和与预期的学习成果保持一致（RQ1），它将改善我们对PBL持续的教师互动的理解（RQ2）与工程实践相关的系统发展经验是该大学与奥斯特·卡罗来纳州立大学之间的合作。该奖项反映了NSF的Beenend DemeD值得支持Thalugh评估的Beenend Demed，并使用基金会的UAL功绩和更广泛的影响标准。