High School Student Modeling in the Engineering Design Process

Autor/inn/en	Mentzer, Nathan; Huffman, Tanner; Thayer, Hilde
Titel	High School Student Modeling in the Engineering Design Process
Quelle	In: International Journal of Technology and Design Education, 24 (2014) 3, S.293-316 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957 7572
DOI	10.1007/s10798-013-9260-x
Schlagwörter	High School Students; Mathematical Models; Statistical Analysis; Qualitative Research; Secondary School Curriculum; Time Management; Time Factors (Learning) + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathematical model; Mathematisches Modell; Statistische Analyse; Qualitative Forschung; Zeitmanagement
Abstract	A diverse group of 20 high school students from four states in the US were individually provided with an engineering design challenge. Students chosen were in capstone engineering courses and had taken multiple engineering courses. As students considered the problem and developed a solution, observational data were recorded and artifacts collected. Quantitative methods were used to identify how students allocated their time across different types of modeling. Qualitative methods were used to review data from three students who spent substantial time engaged in graphical and two kinds of mathematical modeling. These students were profiled and their patterns of modeling are represented visually and described in context. Much of the modeling done by these 20 students was graphical in nature. Few students informed their thinking with mathematical representations, yet predictive mathematical modeling is essential to engineering design. Implications for the classroom include encouraging students to transfer understanding of science and mathematics into technology and engineering contexts through modeling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10