Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Educational Research and Methods
This research paper describes a solution diversity analysis of the final projects completed in an undergraduate engineering computing course. The course was taught by four different professors using three distinct instructional approaches. One professor used a distributed-expertise model, and the other three used traditional content-delivery methods. A distributed expertise model is a pedagogical approach where students specialize in different topic areas within the broader course subject. In the traditional sections, students were free to choose any application of computational thinking in which they were interested for their final project. Based on an analysis of the final projects submitted by students, these projects had a high diversity of applications but the computational tools that students selected for their analyses were very similar across all projects. In the distributed-expertise section, students were given a very scaffolded design problem as their final project. Each group of four students completed the same challenge; however, the ways they pieced together their distributed knowledge to solve the problem varied widely between groups. In other words, there was low solution diversity in application and a high diversity of processes used to solve the problem. This case study explores how the solution diversity of students’ final project submissions varied across both the distributed-expertise section and the lecture-based and problem-based sections, and the ways in which the instructional models and final project prompts did or did not afford solution diversity in the final projects.
Willner-Giwerc, S., & Wendell, K. B., & Rogers, C. B., & Danahy, E. E., & Stuopis, I. (2020, June), Solution Diversity in Engineering Computing Final Projects Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35198
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