2012 Frontiers in Education Conference Proceedings最新文献_第8页

Work in progress: Describing the responsibilities of Teaching Assistants in first-year engineering programs 正在进行的工作:描述一年级工程课程中助教的职责

2012 Frontiers in Education Conference Proceedings Pub Date : 2012-10-03 DOI: 10.1109/FIE.2012.6462303

Rachel A. Louis, H. Matusovich

引用次数: 9

Increasing student commitment in introductory programming learning 增加学生对编程入门学习的投入

2012 Frontiers in Education Conference Proceedings Pub Date : 2012-10-03 DOI: 10.1109/FIE.2012.6462486

A. J. Mendes, L. Paquete, A. Cardoso, A. Gomes

引用次数: 21

The impact of real-world topic labs on student performance in CS1 现实世界主题实验对CS1学生表现的影响

2012 Frontiers in Education Conference Proceedings Pub Date : 2012-10-03 DOI: 10.1109/FIE.2012.6462329

Christine F. Reilly, N. D. L. Mora

引用次数: 4

Work in progress: A developmental approach to better problem solving: A model for bridging the Alverno Gap 正在进行的工作:一种更好地解决问题的发展方法:一种弥合阿尔维诺鸿沟的模式

2012 Frontiers in Education Conference Proceedings Pub Date : 2012-10-03 DOI: 10.1109/FIE.2012.6462528

S. Kellogg, J. Karlin

{"title":"Work in progress: A developmental approach to better problem solving: A model for bridging the Alverno Gap","authors":"S. Kellogg, J. Karlin","doi":"10.1109/FIE.2012.6462528","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462528","url":null,"abstract":"The department has adopted a holistic student-centered approach to support attributes of the Engineer of 2020. Among these include a culture that embraces intellectual diversity, better team skills, improved problem solving skills, and better complex thinking skills. Strategies incorporating classroom inversion, active learning, and team projects have demonstrated remarkable gains in retention, intellectual diversity, and general problem solving skills. While well above the national average, continued intellectual growth has stagnated over the past three years and remains below that desired both by industry and by the department. In an effort to improve complex thinking skills the department is adopting a developmental approach modeled by Alverno College which has demonstrated substantial growth in many of the attributes of the Engineer of 2020. As a first step towards reducing this \"Alverno Gap\", the department has adopted a developmental approach which is focused on improved problem solving skills within a team environment. In this paper, we describe the Alverno model, discuss an explicit developmental approach to team skills and processes, and provide some initial insight into using embedded assessment as an integral component of transformative curriculum.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125667572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Assessing the application of three theories of conceptual change to interdisciplinary data sets 评估三种概念变化理论在跨学科数据集中的应用

2012 Frontiers in Education Conference Proceedings Pub Date : 2012-10-03 DOI: 10.1109/FIE.2012.6462340

Devlin Montfort, Geoffrey L. Herman, R. Streveler, Shane A. Brown

{"title":"Assessing the application of three theories of conceptual change to interdisciplinary data sets","authors":"Devlin Montfort, Geoffrey L. Herman, R. Streveler, Shane A. Brown","doi":"10.1109/FIE.2012.6462340","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462340","url":null,"abstract":"The study of students' preconceptions and how they affect their learning in science, technology, engineering and mathematics (STEM) fields is of nationally recognized importance. There are, however, various and contradictory theoretical approaches to conceptual change, and none of them have been rigorously applied in the context of engineering education. This paper is part of a larger study drawing on existing sets of data from a wide range of engineering content areas to develop a theoretical explanation of conceptual change in engineering education. In the work reported here we re-analyze students' understanding of concepts about axially loaded members (from mechanics of materials) and Boolean logic (from digital logic). Previously published analyses of these data argue that the context of a problem or question effects students' reasoning about that concept. These contexts can range from the presence or absence of figures or diagrams to the social contexts of the problem. We explored three potential theoretical explanations for the context-sensitivity of student reasoning: (1) a perceptual cues theory, (2) a domain specificity theory, and (3) a language-based theory. It is argued that these competing theoretical explanations do not contradict each other as much as they overlap, and potentially productive syntheses of the theories are proposed as directions for future work.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125671995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 10

Collaborative learning frameworks to promote a positive learning culture 协作学习框架，促进积极的学习文化

2012 Frontiers in Education Conference Proceedings Pub Date : 2012-10-03 DOI: 10.1109/FIE.2012.6462401

K. Willey, A. Gardner

{"title":"Collaborative learning frameworks to promote a positive learning culture","authors":"K. Willey, A. Gardner","doi":"10.1109/FIE.2012.6462401","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462401","url":null,"abstract":"Engineers are often required to make critical judgments involving decisions that extend beyond traditional discipline boundaries. This requires professional engineers to undertake ongoing learning. Much of this learning is informal, learnt on the job from peers. Hence, to prepare students for professional practice they require opportunities to experience, practise, reflect and improve their ability to work in collaborative learning environments. While few would argue the benefits of collaborative learning these benefits are not automatic. Thoughtful design including scaffolding to motivate desired approaches and behavior is required. In this paper we report the results of several studies investigating the components of successful collaborative learning activities. We found that assessment scaffolding directed at promoting a culture of learning rather than a focus on passing a series of assessments was effective in engaging students, that formative activities allowed students to focus on learning and that learning from collaborative activities improved if the activities included variation for learning and a confirmation task. Using the results of these studies we developed two frameworks characterizing the elements of collaborative learning activities. In this paper we report investigating the capacity of these frameworks to develop an effective and integrated learning experience for students.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129565831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 29

Work in progress: A generic model for interactivity-intense intelligent tutor authoring tools 正在进行的工作:交互性强的智能导师创作工具的通用模型

2012 Frontiers in Education Conference Proceedings Pub Date : 2012-10-03 DOI: 10.1109/FIE.2012.6462355

D. L. Dalmon, L. O. Brandão, G. M. Gomes, A. Brandão, Seiji Isotani

引用次数: 3

The impact of a scientific computing prerequisite on student performance in a linear systems course 在线性系统课程中，科学计算先决条件对学生表现的影响

2012 Frontiers in Education Conference Proceedings Pub Date : 2012-10-03 DOI: 10.1109/FIE.2012.6462489

S. Warren, D. Day

{"title":"The impact of a scientific computing prerequisite on student performance in a linear systems course","authors":"S. Warren, D. Day","doi":"10.1109/FIE.2012.6462489","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462489","url":null,"abstract":"Programming can be an important part of a linear systems (a.k.a., signal and systems) course, as programming projects help to solidify mathematical concepts and provide students with a means to visualize and interpret signal and coefficient behavior. However, students often struggle with programming, leading to frustration that minimizes learning and worsens student attitudes toward the material. To address that need, the Kansas State University (KSU) Electrical & Computer Engineering (ECE) Department recently added a required course, ECE 540 - Applied Scientific Computing, to the ECE curricula to ensure more overall C programming exposure and to serve as a prerequisite to ECE 512 - Linear Systems and other courses that require programming. This paper presents initial assessments of student preparedness for C programming projects in the Fall 2011 and Spring 2012 offerings of ECE 512 following this course prerequisite change. The primary assessment mechanisms are pre- and post-project surveys that address students' proficiency in C, where the survey results are compared to similar surveys offered in prior semesters unaffected by the new course. These analyses indicate greater overall confidence in C programming, a better understanding of the supporting development environments, and an overall improved attitude toward Linear Systems programming projects.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128906239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Examining the effect of design education on the design cognition: Measurements from protocol studies 检验设计教育对设计认知的影响:来自协议研究的测量

2012 Frontiers in Education Conference Proceedings Pub Date : 2012-10-03 DOI: 10.1109/FIE.2012.6462416

Christopher B. Williams, Y. Lee, J. Gero, M. Paretti

{"title":"Examining the effect of design education on the design cognition: Measurements from protocol studies","authors":"Christopher B. Williams, Y. Lee, J. Gero, M. Paretti","doi":"10.1109/FIE.2012.6462416","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462416","url":null,"abstract":"This paper reports the progress of a three-year longitudinal study on the impact of design education on students' design thinking and practice. Students from two curricula at a large research-intensive state university are being studied. The control group is a major focused on engineering mechanics, which has little formal design education prior to the capstone experience. The experimental group is a mechanical engineering major that uses design as a context for its curriculum. A task-independent protocol analysis method grounded in the Function-Behavior-Structure (FBS) design ontology is utilized to provide a common basis for comparing students across projects and years. This paper presents results of two years of the study, which included students at the beginning and the end of their sophomore year, and at the end of their junior year. The results of analyzing and comparing the percent occurrences of design issues and problem-solution index from the protocol analysis of both cohorts are presented. These results provide an opportunity to investigate and understand how students' design cognition is affected by a design course.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115997843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Work in progress: The effects of mobile learning on inquiry-based instruction 正在进行的工作:移动学习对探究式教学的影响

2012 Frontiers in Education Conference Proceedings Pub Date : 2012-10-03 DOI: 10.1109/FIE.2012.6462523

Kristen M. Bachman, G. Gannod

引用次数: 2