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Supporting disciplinary and interdisciplinary knowledge development and design thinking in an informal, pre-engineering program: A Workplace Simulation Project

机译：在非正式的，预先设计的程序中支持学科和跨学科的知识开发和设计思维：工作场所模拟项目

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In this paper, we examined students' engagement in an implementation of a Workplace Simulation Project (WSP). The WSP was designed to actively engage students in learning disciplinary content by inviting engineers from industry to have a physical presence within the school building to collaborate with teachers and students to complete projects which simulate the tasks authentic to their work. We focus on the first year implementation of the program that partnered a high school in the rural Midwest with an engineering unit of a government organization. Using a multiple methods study design, we analyzed disciplinary and interdisciplinary pre and posts test along with students' interviews to determine learning gains as well as students' interpretations of creative and critical thinking as experienced in the project and their knowledge of the engineering design process. Effect sizes showed that students in the WSP group had notable gains over the control group participants. Additionally, students' knowledge of core elements of the design process were identified in inductive analyses of the interviews. Findings from this study will provide usable knowledge about effective ways to support systems and design thinking and ways to support expert-novice collaboration to ensure success.
机译：在本文中，我们研究了学生参与工作场所模拟项目（WSP）的情况。 WSP旨在通过邀请来自行业的工程师在校舍内实际参与，与教师和学生合作完成模拟项目真实任务的项目，从而积极地鼓励学生学习学科内容。我们专注于该计划的第一年实施，该计划与中西部农村地区的一所中学和政府组织的工程部门合作。我们使用多种方法研究设计，对学科和跨学科的前后测试以及学生的访谈进行了分析，以确定学习成果以及学生对项目中所经历的创造性和批判性思维的理解以及对工程设计过程的了解。效果大小表明，WSP组的学生比对照组的参与者有明显的收获。此外，通过对访谈的归纳分析，可以确定学生对设计过程核心要素的了解。这项研究的结果将提供有关支持系统和设计思维的有效方法以及支持专家与新手合作以确保成功的方法的有用知识。

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