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Using Computer-generated Concept Maps in the Engineering Design Process to Improve Physics Learning

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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

Pre-college Engineering Education Division Technical Session 11

Tagged Division

Pre-College Engineering Education

Page Count

3

DOI

10.18260/1-2--35457

Permanent URL

https://peer.asee.org/35457

Download Count

113

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Paper Authors

biography

Michael S. Rugh Texas A&M University Orcid 16x16 orcid.org/0000-0002-0222-5719

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Michael S Rugh is a third year PhD student focusing on mathematics education within the Curriculum and Instruction PhD track in the Department of Teaching, Learning, and Culture within the College of Education and Human Development at Texas A&M University. His current focus is on informal STEM education. Within this, he has taught for the past two years at ASSC, the Aggie STEM Summer Camp. He has over 16 presentations and publications and is constantly working on more. He has taught integrated math and science, elementary math methods, and problem solving in math at Texas A&M University. He is currently serving on several review boards and is Assistant Editor for the Journal of Urban Mathematics Education.

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Donald Joseph Beyette Texas A&M University Orcid 16x16 orcid.org/0000-0002-7948-7768

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Donald Beyette is a master with thesis student at Texas A&M University studying abstractive summarization, Q/A models, ontology, and engineering education. Current research areas are focusing on systems to model a users learning behavior with DIME.

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Mary Margaret Capraro Texas A&M University Orcid 16x16 orcid.org/0000-0002-6516-6533

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Dr. Mary Margaret Capraro is a Professor of Mathematics Education in the Department of Teaching, Learning and Culture and Co-Director of Aggie STEM. She received her Ph.D. from the University of Southern Mississippi and joined Texas A & M University in 2000 as a clinical professor in Mathematics Education. She earned a position as an Assistant Professor in 2007 and was promoted to Full Professor in 2016. Her research interests include student understanding of mathematical concepts especially in the area of problem solving and problem posing. She was previously employed with the Miami Dade County Schools as both a teacher and an assistant principal. She has over 100 peer-reviewed articles, and 175 national and international presentations.

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Robert M. Capraro Texas A&M University Orcid 16x16 orcid.org/0000-0001-8868-4432

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Robert M. Capraro, is Co-Director of Aggie STEM, Director of STEM Collaborative for Teacher Professional Learning, and Professor Mathematics Education in the Department of Teaching Learning and Culture at Texas A&M University. Dr. Capraro's expertise is applied research in school settings, program evaluation, the teacher as change agent for STEM school improvement, and STEM student achievement. He recently received the best paper award from the International Conference on Engineering Education where he and two colleagues presented their work related to the Aggie STEM project. He is currently involved in research in four school districts and more than 20,000 students and 80 teachers. His editorial work includes Associate Editor of the American Educational Research Journal, School Science and Mathematics, and Middle Grades Research Journal and the Research Advisory Committee for the Association of Middle Level Education. He was selected as a minority scholar for 2007 by the Educational Testing Service and served as president of the Southwest Educational Research Association. He is the author or co-author of three books, several book chapters and more than 100 articles on mathematics education, quantitative research methods, and teacher education published in such venues as Journal of Mathematics Education, International Journal for Studies in Mathematics Education, Journal of STEM Education: Innovations and Research, International Journal of University Teaching and Faculty Development, LEARNing Landscapes, Special Issue: Mind, Brain and Education, Journal of Mathematical Behavior, European Journal of Psychology of Education, The Journal of Mathematical Sciences and Mathematics Education, Urban Review, Journal of Urban Mathematics Education, Educational Researcher, Cognition and Instruction, Educational and Psychological Measurement. He recently was awarded a $400,000 dollar grant - - continued support by the Texas Higher Education Coordinating Board to continue his work with developmental education bringing his total external funding to ~31 million.

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Abstract

This project focuses on using a learning technology to enhance the learning of advanced physics concepts in an engineering design activity. Through five 1.5-hour sessions, high school students learned college-level physics concepts relating to fixed-axis rotation. Their task was to build spinning objects that either spun fastest or spun longest. Through this process, they learned about rotational inertia, angular momentum, rotational kinetic energy, etc. They used a special interactive concept map, a Dynamic Interactive Mathematical Expressions (DIME) map, that was automatically generated from their textbook by advanced AI technology. In this presentation, the authors will demonstrate how to create a DIME map to enhance engineering design activities. We plan to share this activity by giving an overview of students’ navigating related concepts through their interactions with the DIME map. A brief summary of each of the five sessions will be relayed. The activity, designed for high school students, is intended to engage students in learning complex physics concepts through participating in the design process and interacting with this new technology. All that is required is an internet connection for teachers to upload a chapter of a textbook and retrieve a DIME map for the information. Then the students can access this map via their computer browser. They can use the map to help visualize and interact with the structure of knowledge. They can also use the DIME map to navigate the original textbook information. Time will be given for round table attendees to interact with DIME maps and discuss potential concerns for practical implementation in a p12 engineering-oriented classroom.

Rugh, M. S., & Beyette, D. J., & Capraro, M. M., & Capraro, R. M. (2020, June), Using Computer-generated Concept Maps in the Engineering Design Process to Improve Physics Learning Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35457

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