Uncovering the influence of contextual representation on engineering problem solving in engineering students and practicing engineers

David S. Hurwitz; Shane A. Brown; Sean Lyle Gestson

Download Paper | Permalink

Conference: 2019 ASEE PNW Section Conference
Location: Corvallis, Oregon
Publication Date: March 20, 2019
Start Date: March 20, 2019
End Date: March 22, 2019
DOI: 10.18260/1-2--31899
Permanent URL: https://peer.asee.org/31899

Request a correction

Paper Authors

biography

David S. Hurwitz Oregon State University orcid.org/0000-0001-8450-6516

visit author page

Dr. David Hurwitz is an Associate Professor of Transportation Engineering in the School of Civil and Construction Engineering at Oregon State University and is the Director of the OSU Driving and Bicycling Simulator Laboratory. Dr. Hurwitz conducts research in transportation engineering, in the areas of traffic operations and safety, and in engineering education, in the areas of conceptual assessment and curriculum adoption.

visit author page

biography

Shane A. Brown P.E. Oregon State University orcid.org/0000-0003-3669-8407

visit author page

Shane Brown is an associate professor and Associate School Head in the School of Civil and Environmental Engineering at Oregon State University. His research interests include conceptual change and situated cognition. He received the NSF CAREER award in 2010 and is working on a study to characterize practicing engineers’ understandings of core engineering concepts. He is a Senior Associate Editor for the Journal of Engineering Education.

visit author page

biography

Sean Lyle Gestson Oregon State University

visit author page

Sean Gestson is a recent graduate from the University of Portland where he studied Civil Engineering with a focus in Water Resources and Environmental Engineering. He is currently conducting Engineering Education research while pursuing a doctoral degree in Civil Engineering at Oregon State University. His research interests include problem solving, decision making, and engineering curriculum development.

visit author page

Download Paper | Permalink

Abstract

Duration: Researchers involved in a 3 year NSF Research on Engineering Education study will present aspects of their experiments and findings during two 1-hour sessions. Participants will receive hands on training on approaches to implement the findings of the research in their classrooms.

Session 1 Orientation: During the first half of the presentation, participants will received an orientation to conceptual knowledge, the theory of situated cognition, and the impact of contextual representation on problem-solving capabilities of practicing engineers and engineering students. We will introduce the study and its methodology, including the steps taken to identify prominent concepts and contexts in transportation engineering and hydraulics engineering as examples of the process.

Session 1 Activity: After the orientation, workshop participants will be divided into groups and asked to provide feedback on the developed problem and associated contextual representations. Group discussions will be moderated by two researchers involved in the project and will revolve around 5 main questions: 1. Are the contextual representations authentic? 2. Is the problem authentic? 3. How could we improve this problem or the associated contextual representations? 4. Would you use this problem in a class that you teach? 5. Would you use this approach to design a question for your class? Participants will be asked to summarize their answers (either as a group or as an individual) and report it back to the facilitators.

Session 2 Orientation: Second half of the presentation will follow a similar structure as Session 1. During the first 15 minutes, participants will be presented with the details of data collection and data reduction process from the project. They will also be provided with preliminary findings from eye-tracking experiments as well as reflective clinical interviews.

Session 2 Activity: The remainder of this session will be dedicated to group discussion. Here, participants will be asked to collectively design a new problem and identify its relevant contextual representations, in any content area of interest to them. By the end of this session, one person from each table will report back to the facilitators about their problem and associated contextual representations.

Citation
Format

Hurwitz, D. S., & Brown, S. A., & Gestson, S. L. (2019, March), Uncovering the influence of contextual representation on engineering problem solving in engineering students and practicing engineers Paper presented at 2019 ASEE PNW Section Conference, Corvallis, Oregon. 10.18260/1-2--31899

TY - CPAPER
AB - Duration:
Researchers involved in a 3 year NSF Research on Engineering Education study will present aspects of their experiments and findings during two 1-hour sessions. Participants will receive hands on training on approaches to implement the findings of the research in their classrooms.

Session 1 Orientation:
During the first half of the presentation, participants will received an orientation to conceptual knowledge, the theory of situated cognition, and the impact of contextual representation on problem-solving capabilities of practicing engineers and engineering students. We will introduce the study and its methodology, including the steps taken to identify prominent concepts and contexts in transportation engineering and hydraulics engineering as examples of the process.

Session 1 Activity:
After the orientation, workshop participants will be divided into groups and asked to provide feedback on the developed problem and associated contextual representations. Group discussions will be moderated by two researchers involved in the project and will revolve around 5 main questions:
1. Are the contextual representations authentic?
2. Is the problem authentic?
3. How could we improve this problem or the associated contextual representations?
4. Would you use this problem in a class that you teach?
5. Would you use this approach to design a question for your class?
Participants will be asked to summarize their answers (either as a group or as an individual) and report it back to the facilitators.

Session 2 Orientation:
Second half of the presentation will follow a similar structure as Session 1. During the first 15 minutes, participants will be presented with the details of data collection and data reduction process from the project. They will also be provided with preliminary findings from eye-tracking experiments as well as reflective clinical interviews.

Session 2 Activity:
The remainder of this session will be dedicated to group discussion. Here, participants will be asked to collectively design a new problem and identify its relevant contextual representations, in any content area of interest to them. By the end of this session, one person from each table will report back to the facilitators about their problem and associated contextual representations.

AU - David S. Hurwitz
AU - Shane A. Brown P.E.
AU - Sean Lyle Gestson
CY - Corvallis, Oregon
DA - 2019/03/20
PB - ASEE Conferences
TI - Uncovering the influence of contextual representation on engineering problem solving in engineering students and practicing engineers
UR - https://peer.asee.org/31899
DO - 10.18260/1-2--31899
ER -