• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文会议>2014 Zone 1 Conference of the American Society for Engineering Education >Moving towards problems assignments with reduced goal-specificity in introductory STEM courses
【24h】

Moving towards problems assignments with reduced goal-specificity in introductory STEM courses

机译：在入门STEM课程中以降低目标针对性的方式进行问题分配

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Are solving standard end-of-chapter problems found in typical STEM textbooks an effective way of helping students to become better problem solvers? For instance, does it encourage students to choose more expert-like strategies during the solution process? Does it help students gain better conceptual understanding of the content material? Research shows that the answer to the above questions is negative. Studies on expert-novice differences and on cognitive processing suggest that the potential reason is the goal-specificity of traditional problems. Solving problems without a specifically defined goals (reduced goal-specificity problems) leads to higher learning outcomes than solving problems with a specifically well-defined goal, usually specified as a specific goal state that has to be reached (e.g., finding numerical value of a specified variable). We have designed and incorporated a set of reduced goal-specificity physics problems in an algebra-based physics course for engineering technology students at Queensborough Community College. Such problems ask students to find numerical values of as many variables as they can rather requiring determination of numerical values of specific goal variables. The implications of the implementation have been evaluated in a quasi-experimental control-group design study. It is the first time that such problems are created and embedded as an integral part of a college level science course (an ecological setting). We discuss here the implications of the implementation as well present examples of how to turn goal-specific end-of-chapter problems into reduced goal-specificity problems.
机译：解决典型STEM教科书中发现的标准章末问题是否是帮助学生成为更好的问题解决者的有效方法？例如，它是否鼓励学生在解决过程中选择更多类似专家的策略？这是否有助于学生更好地从概念上理解内容材料？研究表明，上述问题的答案是否定的。对专家与新手之间的差异以及认知过程的研究表明，潜在原因是传统问题的目标特定性。与解决具有明确定义的目标（通常指定为必须达到的特定目标状态）的问题相比，解决没有明确定义的目标的问题（减少的目标特异性问题）可带来更高的学习成果。指定的变量）。我们在昆士伯勒社区学院的工程技术专业学生的基于代数的物理课程中设计并纳入了一组减少的针对目标的物理问题。这些问题要求学生找到尽可能多的变量的数值，而不是要求确定特定目标变量的数值。在准实验控制组设计研究中评估了实施的含义。此类问题首次出现并被纳入大学级科学课程（生态环境）的组成部分。我们在这里讨论实施的含义，并提供一些示例，说明如何将特定于目标的章末问题转化为减少的特定于目标的问题。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号