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Educators, researchers, and policy makers have advocated student involvement for some time as an essential aspect of meaningful learning. In the past twenty years engineering educators have implemented several means of better engaging their undergraduate students, including active and cooperative learning, learning communities, service learning, cooperative education, inquiry and problem‐based learning, and team projects. This paper focuses on classroom‐based pedagogies of engagement, particularly cooperative and problem‐based learning. It includes a brief history, theoretical roots, research support, summary of practices, and suggestions for redesigning engineering classes and programs to include more student engagement. The paper also lays out the research ahead for advancing pedagogies aimed at more fully enhancing students' involvement in their learning. 相似文献
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This paper describes the design, development, implementation, and assessment of a multimedia‐based learning module focused on biomechanics. The module is comprised of three challenges and is based on a model of learning and instruction known as the How People Learn (HPL) framework. Classroom assessment of the first challenge was undertaken to test the hypothesis that the HPL approach increases adaptive expertise in movement biomechanics. Student achievement was quantified using pre‐ and post‐test questionnaires designed to measure changes in three facets of adaptive expertise: factual and conceptual knowledge and transfer. The results showed that the HPL approach increased students' conceptual knowledge as well as their ability to transfer knowledge to new situations. These findings indicate that challenge‐based instruction, when combined with an intellectually engaging curriculum and principled instructional design, can accelerate the trajectory of novice to expert development in bioengineering education. 相似文献
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Michael Prince 《工程教育杂志》2004,93(3):223-231
This study examines the evidence for the effectiveness of active learning. It defines the common forms of active learning most relevant for engineering faculty and critically examines the core element of each method. It is found that there is broad but uneven support for the core elements of active, collaborative, cooperative and problem‐based learning. 相似文献
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This paper presents a strategy for the design and organization of materials for Web‐based instruction (WBI) founded upon cognitive modeling for the identification and organization of the major concepts in the domain of interest, based upon the Pathfinder paradigm. The original purpose of the Pathfinder paradigm was to model aspects of human semantic (associative) memory. A brief introduction to the Pathfinder paradigm is presented, and the rationale for its use in WBI is discussed. The development of this paradigm for WBI, in the context of eliciting and representing knowledge from domain experts, and its use in a pilot study is described. The domain used for the pilot study was the A* search algorithm, embedded within an introductory course in artificial intelligence. Assessment of the paradigm is also discussed, and preliminary methods are applied to the pilot study. 相似文献
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This paper is based on the premises that the purpose of engineering education is to graduate engineers who can design, and that design thinking is complex. The paper begins by briefly reviewing the history and role of design in the engineering curriculum. Several dimensions of design thinking are then detailed, explaining why design is hard to learn and harder still to teach, and outlining the research available on how well design thinking skills are learned. The currently most‐favored pedagogical model for teaching design, project‐based learning (PBL), is explored next, along with available assessment data on its success. Two contexts for PBL are emphasized: first‐year cornerstone courses and globally dispersed PBL courses. Finally, the paper lists some of the open research questions that must be answered to identify the best pedagogical practices of improving design learning, after which it closes by making recommendations for research aimed at enhancing design learning. 相似文献
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This paper reports empirical findings on the impact of keeping and reviewing learning history in a dynamic and interactive simulation environment of engineering education. The simulator for engineering project management had two learning history keeping modes: automatic (simulator‐controlled) and manual (student‐controlled), and a version with no history keeping. A group of industrial engineering students performed four simulation‐runs divided into three identical simple scenarios (single project) and one complicated scenario (multi‐project). The performances of participants running the simulation with the manual history mode were significantly better than users running the simulation with the automatic history mode. Moreover, the effects of using the history mechanism with the ability to undo further enhanced the learning process. The findings imply that students' decision when to record the history during their engineering training process can have a particularly strong enhancing effect on learning. In addition, the simulator as educational innovation improves students learning and performance. The practical implications of using simulators in the field of engineering learning are discussed. 相似文献
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目的 对工业设计过程的决策问题进行分析。方法 通过分析工业设计决策的特点,建立了工业设计决策的语义模型,综述了其研究现状与相关设计决策方法,指出了工业设计决策面临的问题与挑战,给出了未来可能的研究方向。结果 工业设计决策的模糊性、感性与理性并存、多阶段性、非线性与动态性等特点,决定了设计决策将面临网络化、动态性、多模态、冲突性、不确定性等挑战,使得未来研究将从多源数据融合、多阶段联合决策、共识驱动决策、智能决策及借助更多的数学理论和方法等多方面,推动工业设计决策的科学化、客观化与智能化发展。结论 工业设计决策是创新设计过程的重要组成部分之一,梳理工业设计过程的决策问题,将对工业设计方法论体系的完善起到补充与推动作用,减少工业设计过程的无效迭代。 相似文献
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May Lin Wee 《工程教育杂志》2010,99(3):237-251
Background Simulation‐based Learning (SBL) was used in Machining Technology, a sixty‐hour module for second year engineering students, at the School of Engineering at Temasek Polytechnic. The aim of this study was to investigate the effect of SBL on learners' motivation and performance. In assessing students' motivation, we adopted a framework based on the Self‐determination Theory (SDT), chosen on account of its comprehensive treatment of the relationship between students' perceived needs satisfaction and their motivation. Purpose (Hypothesis ) It is hypothesized that SBL, which provides learners with interactive learning experiences, will enhance students' motivation and performance. We explored the effect of SBL on students' perceived psychological needs satisfaction, motivation, and learning, and how SBL affected students' understanding and application of content knowledge. Design /Method The intervention procedure involved the incorporation of SBL in Machining Technology, a 60 hour module in the mechanical engineering program. Survey findings and post‐intervention assessment outcomes were used to assess the students' perceptions of their basic psychological needs satisfaction, motivation, and performance. Results Our findings suggest that the students perceived their psychological needs to be satisfied and had high levels of self‐determined motivation. Students who undertook SBL had higher mean performance test scores, although SBL may have differential effects on learners depending on factors such as gender, educational backgrounds, and IT knowledge. Conclusions Our findings suggest that the students perceived their basic psychological needs to be met and that SBL can potentially enhance self‐determined motivation as well as improve learning in general. 相似文献
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目的 设计认知策略是设计认知研究的重要主题.目前,国内外学者对设计认知策略展开了广泛研究.本文旨在探索设计认知策略的研究和发展趋势,为设计中的问题解决活动和设计行为特征提供新的理解.方法 以问题解决理论为基础,回顾问题解决策略和问题空间的概念,引出设计认知策略与问题解决理论间的实际联系.以时间线的形式展开叙述,系统地评述当前的研究现状,重点分析设计认知策略与协同进化研究的发展,总结不同研究阶段的成果与特点,指出其缺陷与不足.进一步对设计认知策略的研究方法展开叙述,讨论了数据的获取途径与处理方式.结论 在理论发展和研究方法阐述的基础上,为设计认知策略研究的局限性提出未来研究方向.从创造力、计算机辅助设计工具和人工智能的角度指出设计认知策略的应用前景. 相似文献
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