June 23, 2013
June 23, 2013
June 26, 2013
K-12 & Pre-College Engineering
23.1005.1 - 23.1005.8
Designing an interactive application to support collaborative open-ended problem solving for precollege studentsThe interest to improve Science, Technology, Engineering, and Mathematics (STEM) educationin pre-college educational systems has increased among government organizations and highereducation institutes . One way to engage precollege students in developing interest and skills inSTEM education is via Model-Eliciting Activities (MEAs).MEAs were developed by mathematics education researchers  to better understand andencourage problem solving. An MEA is an activity that is “thought-revealing and model-eliciting”  and have been adapted for other areas such as engineering . MEAs are realisticopen-ended problem solving activities designed to encourage students to collaboratively createand improve mathematical models or algorithm. The instructional frame also provides a mean foreducators to better understand students’ thinking. MEAs involve students in communication,teamwork, critical thinking and problem solving, which are all necessary skills in engineeringeducation [5, 6]. MEA’s are based on six principles: model construction, realistic, self-assessment, construct documentation, construct shareability and reusability, effective prototype.The purpose of this paper is to showcase the design and implementation of a prototype of aninteractive application to support MEAs for precollege students. The prototype has been designedand developed for Toothpaste MEA. This MEA asks students to develop a solution to rankdifferent versions of toothpaste based on performance, safety, cost, and taste. The datasets that areprovided with this MEA are designed in a way that there is no one correct answer and studentshave to decide which factors are more important.A number of student team responses were analyzed to design the application in order toaccommodate all possible solution processes that may be employed by students so students don’tfeel restricted into pursuing a specific process to solve the problem. Students collaborativelydevelop the first draft of their solution. Then they enter the solution into the application. Theapplication executes each step and students see the results. Application provides immediatefeedback for each step, which enables students to reflect on their solution and revise it.The prototype was tested with schoolteachers. The preliminary analysis showed morecollaboration on the big screen interactive boards compared to personal computers, laptops ortablets. Design decision, full results and discussion will be provided in the paper. Feedback fromMEA researchers and MEA writing team will also be included.References E. Machi (June 2009). Improving U.S. Competitiveness with K-12 STEM Education and Training, Heritage Special Report, SR-57, Heritage Foundation. Lesh, R. (1998). The development of representational abilities in middle school mathematics: The development of student's representations during model eliciting activities. In I.E. Sigel (Ed.), Representations and student learning. Mahwah, NJ: Lawrence Erlbaum. Lesh, R., Hoover, M., Hole, B., Kelly, A., & Post, T. (2000). Principles for developing thought-revealing activities for students and teachers. In A. Kelly & R. Lesh (Eds.), Handbook of research design in mathematics and science education. Mahwah, NJ: Lawrence Erlbaum. Zawojewski, J., Diefes-Dux, H. A., & Bowman, K. (2008). Models and modeling in engineering education: designing experiences for all students. Netherlands: Sense. Accreditation Board of Engineering and Technology Accreditation Department (ABET) (2011). Criteria for accrediting engineering programs, 2011 - 2012. ABET Inc.: Baltimore, MD, Retrieved from http://www.abet.org/eac-current-criteria/ National Academy of Engineering (NAE) (2004). The engineering of 2020: Visions of engineering in the new century. Washington, DC: The National Academic Press.
Marbouti, F., & Strobel, J. (2013, June), Prototyping an Interactive Application to Support Collaborative Open-Ended Problem Solving for Precollege Students Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/22390
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: © 2013 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