Asee peer logo

An Examination of the Effects of Contextual Computer-Aided Design Exercises on Student Modeling Performance

Download Paper |

Conference

2014 ASEE Annual Conference & Exposition

Location

Indianapolis, Indiana

Publication Date

June 15, 2014

Start Date

June 15, 2014

End Date

June 18, 2014

ISSN

2153-5965

Conference Session

NSF Grantees’ Poster Session

Tagged Division

Division Experimentation & Lab-Oriented Studies

Tagged Topic

NSF Grantees Poster Session

Page Count

13

Page Numbers

24.155.1 - 24.155.13

Permanent URL

https://peer.asee.org/20046

Download Count

32

Request a correction

Paper Authors

author page

Michael Johnson Texas A&M University Orcid 16x16 orcid.org/0000-0001-5328-8763

biography

Xiaobo Peng Prairie View A&M University

visit author page

Associate Professor, Department of Mechanical Engineering, Prairie View A&M University

visit author page

biography

Bugrahan Yalvac Texas A&M University

visit author page

Bugrahan Yalvac is an associate professor of science and engineering education in the Department of Teaching, Learning, and Culture at Texas A&M University, College Station. He received his Ph.D. in science education at the Pennsylvania State University in 2005. Prior to his current position, he worked as a learning scientist for the VaNTH Engineering Research Center at Northwestern University for three years. Yalvac’s research is in STEM education, 21st century skills, and design and evaluation of learning environments informed by the How People Learn framework.

visit author page

author page

Elif Ozturk

biography

Ke Liu Prairie View A&M University

visit author page

Ke Liu, is a graduate student and Graduate Research Assistant in the Department of Mechanical Engineering at Prairie View A&M University. She received her BS in Donghua University, China. Her research interests include CAD, Virtual Reality Technology and CFD.

visit author page

Download Paper |

Abstract

An Examination of the Effects of Contextual Computer-aided Design Exercises on Student Modeling PerformanceMany in the academe and industry have long found computer-aided design (CAD) educationlacking. These critics have decried the lack of strategic skills and the focus on declarativeknowledge associated with specific CAD packages. This work will discuss the most recentfindings of a three year iterative investigation examining the role of contextual exercises on CADmodeling procedure and the manifestation of adaptive expertise. The effects of a varying numberof contextual exercises incorporated in regular instruction throughout a semester will beexamined. Contextual exercises consist of students modeling a component that they have apersonal connection to, as opposed to a stylized example from the textbook. Modelingperformance on a standard assessment will be compared for the various groups as willperformance on an end of the semester exercise.This work will compare the results of student performance on the standard assessment based onwhether students received no, one, or four contextual exercises prior to the assessment. Studentperformance on an end of the semester exercise that is either stylized or contextual in nature willalso be examined. Student interviews and coding will be used to examine the manifestation ofadaptive expertise among those various groups. Statistical analyses will be used to evaluate anydifferences among the groups, and results will be placed in the context of the wider project. Twocampuses in Southern US collaborate in the wider project that is funded by the National ScienceFoundation.

Johnson, M., & Peng, X., & Yalvac, B., & Ozturk, E., & Liu, K. (2014, June), An Examination of the Effects of Contextual Computer-Aided Design Exercises on Student Modeling Performance Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. https://peer.asee.org/20046

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2014 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015