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The effects of a model-eliciting activity on high school student design performance.

机译：模型引发活动对高中学生设计性能的影响。

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摘要

Modeling allows students to become more effective designers. High school technology and engineering students engage in engineering design challenges as part of traditional instructional practices. Model-eliciting activities (MEA) present students with opportunities to elicit mathematically thinking that facilitates modeling. Students (n=266) from four schools completed a model-eliciting activity (MEA) and design challenge procedure. The research design utilized a quasi-experimental method, post-test only, with homogenous matching comparison groups based on possible confounding variables. A rubric was used to measure student design performance. Students in the comparison group (n=124) completed a traditional design challenge and were assessed on their design performance. Students in the treatment group (n=142) completed a MEA, a traditional design challenge and were assessed on their design performance. An analysis of covariance (ANCOVA) was used in order to discover if the difference in average design challenge rubric score from comparison group (42.56) to the treatment group (45.18) was statistically significant. A one-way multiple analysis of covariance (MANCOVA) was used to indicate if the differences in student average scores in each rubric category were significant. The ANCOVA did not reveal statistically significant evidence supporting the research question with regard to overall design performance. The Pillai's Trace (MANCOVA) test results were significant. Four design rubric categories were found to be significantly different: Criteria, Proposal, Test/Evaluate, and Communicate. The findings in this study suggest that MEAs can adequately support design-based classroom activities. While overall student design performance was reported to show no significant increase, individual aspect of design displayed significant improvement. Technology and engineering teachers should examine MEAs as potential curriculum enhancements in their design-based classrooms.
机译：通过建模，学生可以成为更有效的设计师。高中技术和工程专业的学生将工程设计挑战作为传统教学实践的一部分。模型引发活动（MEA）为学生提供了引发数学思维的机会，从而促进了建模。来自四所学校的学生（n = 266）完成了一次模型激发活动（MEA）和设计挑战程序。该研究设计采用了一种准实验方法，仅用于后期测试，并根据可能的混杂变量使用同质匹配的比较组。专栏用来衡量学生的设计表现。比较组（n = 124）的学生完成了一项传统的设计挑战，并对其设计性能进行了评估。治疗组（n = 142）的学生完成了MEA（传统设计挑战），并对其设计性能进行了评估。使用协方差分析（ANCOVA）以发现从比较组（42.56）到治疗组（45.18）的平均设计挑战评分标准差异是否具有统计学意义。使用单向协方差多元分析（MANCOVA）来表明每个类别的学生平均成绩差异是否显着。 ANCOVA没有揭示统计上的重要证据支持有关整体设计性能的研究问题。皮莱痕迹（MANCOVA）测试结果非常显着。发现四个设计专题类别明显不同：标准，提案，测试/评估和交流。这项研究的结果表明，多边环境协定可以充分支持基于设计的课堂活动。据报告，学生的总体设计表现没有显着提高，但设计的各个方面均表现出显着改善。技术和工程教师应在其基于设计的教室中检查MEAs作为潜在课程的增强。

著录项

  • 作者

    Huffman, Tanner J.;

  • 作者单位

    Purdue University.;

  • 授予单位 Purdue University.;
  • 学科 Secondary education.
  • 学位 Ph.D.
  • 年度 2015
  • 页码 156 p.
  • 总页数 156
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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