June 20, 2010
June 20, 2010
June 23, 2010
Educational Research and Methods
15.1086.1 - 15.1086.22
Next Generation Problem-Solving: Results to Date: Models and Modeling using MEAs Abstract
This paper presents results from a series of learning experiments conducted across a seven university (California Poly San Luis Obispo, Colorado School of Mines, Minnesota, Pepperdine, Pittsburgh, Purdue and the US Air Force Academy) colloborative research effort focused on models and modeling. In particular, the collaborative effort has developed, implemented, and rigorously tested the model eliciting activity (MEA) construct as an innovative tool to improve student learning in undergraduate engineering education. This work has extended the MEA con- struct originally developed by mathematics education researchers to various areas of engineering including bioengineering, chemical engineering, electrical engineering, environmental engineer- ing, industrial engineering and mechanical engineering. In doing this we have specifically de- signed three MEA extensions to:
≠ Identify and repair misconceptions; ≠ Introduce ethical dilemmas of the workplace; and ≠ Require laboratory experimentation in order to develop more robust models.
Examples of each category will be presented.
When applied at the upper undergraduate level, MEAs require students to integrate previously learned concepts into their new understanding. We have been testing MEA effectiveness through a series of experiments that attempt to measure improved conceptual learning. Results to date suggest that MEAs do, in fact, provide engineering educators with at least two benefits: (i) improved conceptual understanding by the students and (ii) a mechanism for assessing student problem solving and modeling processes. A well constructed MEA, properly implemented, can inform educators concerning students’ achievements of the large majority of ABET 3a-k out- comes, including professional skills. This is the fourth paper in a special models and modeling session. The paper summarizes the various MEAs that we have developed, the experiments that we have conducted, the assessment instruments that we have used, and results to date. In doing this, we provide engineering educators with a series of both proven MEAs and assessment tools that can be implemented in the classroom.
“Collaborative Research: Improving Engineering Students' Learning Strategies Through Models and Modeling” is a Course, Curriculum, and Laboratory Improvement Type 3 (CCLI) project in- volving seven university partners: California Polytechnic State University, Colorado School of Mines, Purdue University, United States Air Force Academy, University of Pittsburgh, Univer- sity of Minnesota-Twin Cities and Pepperdine University. It builds upon and extends the model- eliciting activities (MEA) construct, a proven methodology originally developed by mathematics education researchers and more recently introduced into engineering education.
Shuman, L., & Besterfield-Sacre, M., & Self, B., & Miller, R., & Moore, T., & Christ, J., & Hamilton, E., & Olds, B., & Diefes-Dux, H. (2010, June), Special Session: Next Generation Problem Solving: Results To Date Models And Modeling Using Meas Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. https://peer.asee.org/16705
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