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Engaging STEM Learners with Hands-on Models to Build Representational Competence

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Conference

2020 ASEE Virtual Annual Conference Content Access

Location

Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

NSF Grantees: Learning Tools (Hands On)

Tagged Topic

NSF Grantees Poster Session

Page Count

10

DOI

10.18260/1-2--34541

Permanent URL

https://strategy.asee.org/34541

Download Count

73

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Paper Authors

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Eric Davishahl Whatcom Community College Orcid 16x16 orcid.org/0000-0001-9506-2658

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Eric Davishahl holds an MS degree in mechanical engineering and serves as associate professor and engineering program coordinator at Whatcom Community College. His teaching and research interests include developing, implementing and assessing active learning instructional strategies and auto-graded online homework. Eric has been a member of ASEE since 2001. He currently serves as awards chair for the Pacific Northwest Section and was the recipient of the 2008 Section Outstanding Teaching Award.

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biography

Lee W. Singleton Whatcom Community College

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Lee Singleton is a professor at Whatcom Community College, in Bellingham, WA. He holds a BS in mathematics from Harding University, a MS in mathematics and PhD in biomedical mathematics from Florida State University. His current interests include 3D-printing, active learning, and infusing more physical activity into mathematics courses. Recent grant positions include principal investigator on the NSF-funded grant “EAGER: MAKER: Engaging Math Students with 3D-Printing for STEM Success and co-PI on the NSF-funded grant "Collaborative Research: Improving Representational Competence by Engaging with Physical Modeling in Foundational STEM Courses".

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Todd Haskell Western Washington University

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Todd Haskell is a cognitive scientist interested in learning and the development of expertise, especially in STEM fields. He is currently Associate Professor of Psychology at Western Washington University. In previous projects Dr. Haskell has worked on understanding how chemistry novices and experts navigate between macroscopic, symbolic, and small particle representations, and how pre-service elementary teachers translate an understanding of energy concepts from physics to other disciplines.

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Abstract

Modern 3D printing technology makes it relatively easy and affordable to produce physical models that offer learners concrete representations of otherwise abstract concepts and representations. We hypothesize that integrating hands-on learning with these models into traditionally lecture-dominant courses may help learners develop representational competence, the ability to interpret, switch between, and appropriately use multiple representations of a concept as appropriate for learning, communication and analysis. This approach also offers potential to mitigate difficulties that learners with lower spatial abilities may encounter in STEM courses. Spatial thinking connects to representational competence in that internal mental representations (i.e. visualizations) facilitate work using multiple external representations. A growing body of research indicates well-developed spatial skills are important to student success in many STEM majors, and that students can improve these skills through targeted training.

This NSF-IUSE exploration and design project began in fall 2018 and features cross-disciplinary collaboration between engineering, math, and psychology faculty to develop learning activities with 3D-printed models, build the theoretical basis for how they support learning, and assess their effectiveness in the classroom. We are exploring how such models can support learners’ development of conceptual understanding and representational competence in calculus and engineering statics. We are also exploring how to leverage the model-based activities to embed spatial skills training into these courses. The project is addressing these questions through parallel work piloting model-based learning activities in the classroom and by investigating specific attributes of the activities in lab studies and focus groups.

To date we have developed and piloted a mature suite of activities covering a variety of topics for both calculus and statics. Class observations and complementary studies in the psychology lab are helping us develop a theoretical framework for using the models in instruction. Close observation of how students use the models to solve problems and as communication tools helps identify effective design elements. We are administering two spatial skills assessments as pre/post instruments: the Purdue Spatial Visualizations Test: Rotations (PSVT:R) in calculus; and the Mental Cutting Test (MCT) in statics. We are also developing strategies and refining approaches for assessing representational competence in both subject areas. Moving forward we will be using these assessments in intervention and control sections of both courses to assess the effectiveness of the models for all learners and subgroups of learners.

Davishahl, E., & Singleton, L. W., & Haskell, T. (2020, June), Engaging STEM Learners with Hands-on Models to Build Representational Competence Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34541

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