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The effects of direct and problem-based learning instruction in an undergraduate introductory engineering graphics course.

机译：直接和基于问题的学习指导对本科生入门工程图形课程的影响。

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摘要

In this study, the researcher examined the effects of problem-based learning and compared any statistical gain in knowledge, skill, and attitude to traditional teaching of engineering graphics. Problem-based learning was hypothesized to have a positive effect on knowledge, skills, and attitude of students in a traditional engineering graphics course.; The study sample was forty-eight (N = 48) students in a Foundation of Graphics course at North Carolina State University. The quasi-experimental study involved a pre-test/post-test control group, using a single control and single treatment group consisting of 24 persons per group.; The independent variable was pedagogical strategy, and the dependent variables of knowledge pre-test and knowledge post-test measured graphic content knowledge, allowing for direct gain comparisons of engineering graphics to the control and treatment groups. Other dependent variables comprised a CAD skill evaluation that measured students' skill in creating a three-dimensional CAD model and an attitude survey (MSLQ) to compare attitude associated with traditional versus problem-based learning. The pedagogical PBL treatment was a series of 20 in-class exercises, where students worked in small groups to complete small-problem scenarios, including reverse engineering of parts.; To determine whether groups differed on more than one dependent variable, an ANOVA was used to analyze data and investigate difference and gain between traditional instruction and problem-based learning for knowledge, skills, and attitude. Each ANOVA investigated if any significant difference or gain (p 0.5) existed between groups and was used to determine gain between dependent variables.; The means on the pre- and post-tests measured if the two groups were significantly different in their prior knowledge and skill. The comparison of means and ANOVA of the MSLQ survey score revealed no significant differences in attitude. The result of hypothesis #1 (knowledge), F(19, 23) = 2.12, p = 0.24, indicated no significant gain. The result of hypothesis #2 (skill), F(1, 23) = 0.03, p = 0.85, indicated no significant difference, and the result of hypothesis #3 (attitude), F(21, 527) = 1.57, p = 0.50, indicated no significant difference. Further studies were recommended using similar or other variables to determine if more benefits can be attributed to problem-based learning when teaching engineering graphics.
机译：在这项研究中，研究人员检查了基于问题的学习的效果，并比较了传统工程图教学在知识，技能和态度方面的任何统计收益。假设基于问题的学习对传统工程图学课程的学生的知识，技能和态度有积极影响。研究样本是北卡罗莱纳州立大学图形学基础课程的48名（N = 48）学生。准实验研究包括一个测试前/测试后的对照组，使用单个对照组和单个治疗组，每组24人。自变量是教学策略，知识前测和知识后测的因变量可测量图形内容知识，从而可以将工程图形与对照组和处理组进行直接增益比较。其他因变量包括CAD技能评估，该技能评估了学生创建三维CAD模型的技能以及态度调查（MSLQ），以比较与传统学习和基于问题的学习相关的态度。 PBL的教学方法是一系列20课时练习，学生们以小组的形式完成小问题场景，包括零件的逆向工程。为了确定组是否在一个以上的因变量上有所不同，使用了ANOVA来分析数据并调查传统教学和基于问题的学习之间在知识，技能和态度上的差异和收获。每个方差分析调查组之间是否存在任何显着差异或增益（p <0.5），并用于确定因变量之间的增益。两组在先验知识和技能上是否存在显着差异，以此来衡量测试前和测试后的平均值。 MSLQ调查得分的均值和方差分析的比较显示，态度方面无显着差异。假设1（知识）的结果F（19，23）= 2.12，p = 0.24，表明没有明显的收益。假设2（技能）的结果F（1，23）= 0.03，p = 0.85，表示无显着性差异，假设3（态度）的结果F（21，527）= 1.57，p = 0.50，表示无显着差异。建议使用相似或其他变量进行进一步研究，以确定在教授工程图学时是否可以将更多的收益归因于基于问题的学习。

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  • 作者

    Matthews, Brian.;

  • 作者单位

    North Carolina State University.;

  • 授予单位 North Carolina State University.;
  • 学科 Education Sciences.; Education Mathematics.; Engineering General.; Education Higher.
  • 学位 Ed.D.
  • 年度 2004
  • 页码 197 p.
  • 总页数 197
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 自然科学教育与普及;工程基础科学;高等教育;
  • 关键词

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