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Main Menu Session 2002-2027

Teaching Problem Solving to High School and Community College Students: A New Approach Andrew M. Hoff1, Marilyn Barger2, Richard Gilbert1, Kimberly S. Rogers1, Joseph D. Hickey1, Eric Roe1, and Beth McCullough2 (1) University of South Florida, Tampa, Florida 33620 / (2) Hillsborough Community College, Brandon, Florida 33619

Abstract

We present the results of a new approach to adapt and incorporate high technology materials into our state mandated secondary education curricula. This is accomplished by providing secondary and community college teachers with multimedia-based modular materials that may be used to effectively teach problem solving skills to students in 9th grade through community college education levels. This integrated approach uses modular materials jointly developed with secondary and community college faculty to provide a framework that may be used as needed to replace or augment existing course curricula focused on problem solving issues. The available materials in the Problem Solving Module are divided into seven primary sections. Each section provides sample lesson plans and suggestions to teachers on use tactics, lecture material, student worksheets, assessment tools, high technology examples, and video examples using computer- based animations. The materials are at present being tested in high school math, science, chemistry and physics courses as well as in community college chemistry courses. At present the HSTI team is evaluating plans to expand preliminary classroom trials throughout the science programs of the School District of Hillsborough County, 11th largest in the nation.

Introduction

The High School Technology Initiative, HSTI, is a new approach to adapt and incorporate high technology materials into the state mandated secondary educational curricula. Members of the HSTI team believe that instructional modules can be used to engender an interest in pursuing technology, engineering, or science related careers by providing students with connections between technology and its underlying science as part of their normal state mandated science instruction. In addition, the team thinks that augmenting the high school science curriculum with technology content material has a positive impact on students, is attractive to the science and mathematics teacher, and is an effective, efficient and appropriate approach to connecting technology to fundamental science concepts and mathematics principles. Therefore, the goals of a HSTI module are to: 1) Facilitate the teaching of fundamental science and math skills through high technology applications and presentation techniques. and 2) Increase both the teacher's and the students' awareness and appreciation of the interdependence among science, mathematics, technology, and society.

The background premise driving all HSTI modules is to provide quality content materials that emphasize the connections that science and mathematics have with technology in a format that addressees appropriate educational standards while being easy to implement in a variety of classroom environments. Since high school science and mathematics topics are presented

Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society for Engineering Education

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Gilbert, R., & McCullough, E., & Rogers, K., & Hickey, J., & Hoff, A., & Roe, E., & Barger, M. (2002, June), Teaching Problem Solving To High School And Community College Students: A New Approach Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--10671