Understanding of Student Task Interpretation, Design Planning, and Cognitive Strategies during Engineering Design Activities in Grades 9-12. Final Report. Research in Engineering and Technology Education

Autor/in	Lawanto, Oenardi
Institution	National Center for Engineering and Technology Education (NCETE)
Titel	Understanding of Student Task Interpretation, Design Planning, and Cognitive Strategies during Engineering Design Activities in Grades 9-12. Final Report. Research in Engineering and Technology Education
Quelle	(2011), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Student Attitudes; Engineering; Instructional Design; Building Design; Robotics; Engineering Education; High School Students; Questionnaires; Qualitative Research; Statistical Analysis; Comparative Analysis; Metacognition; Learning Strategies; Task Analysis; Measures (Individuals); Predictor Variables; Journal Writing; Colorado + Suchen Sie Ihr Suchwort? Schülerverhalten; Maschinenbau; Lesson concept; Lessonplan; Unterrichtsentwurf; Baugestaltung; Robotertechnik; Ingenieurausbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Fragebogen; Qualitative Forschung; Statistische Analyse; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Aufgabenanalyse; Messdaten; Prädiktor; Zeitschriftenaufsatz
Abstract	The objective of this study was to describe the task interpretation of students engaged in a design activity and determine the extent to which students translate their understanding of their design task to their planning and cognitive strategies. Twenty-nine students at one Colorado high school participated in this study. Students worked individually in the Architectural Design class (n=7), and in teams in the Robotics Design class (n=22). To capture students' perceptions of their understanding of the task, planning strategies, and cognitive strategies, the Engineering Design Questionnaire (EDQ) was used. The development of the EDQ was guided by Butler and Cartier's Self-Regulated Learning (SRL) model. Besides the EDQ, a Web-based Engineering Design Notebook was developed to facilitate students reporting planning activities and engineering design strategies. Graphical views are used to present quantitative and qualitative analysis of data collected in this study. In addition, the mean scores of design phases (i.e., SRL dimensions) were compared across SRL features (i.e., task interpretation, planning strategies, and cognitive strategies). From the analysis, the findings suggest that the level of understanding of the task were high in problem definition, conceptual design, and preliminary design. In contrast, students were found to be lacking on those three design process components in the area of planning strategies. Students performed well in cognitive strategies except for problem definition. (Contains 18 figures and 10 tables.) (As Provided).
Anmerkungen	National Center for Engineering and Technology Education. c/o Department of Engineering Education Utah State University, 4160 Old Main Hill, Logan, UT 84322. Tel: 435-797-0213; Fax: 435-797-2567; e-mail: ncete@usu.edu; Web site: http://ncete.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10