Comparing effects of different goal type orders on collaborative simulation‐based inquiry in engineering problem solving: A process modelling approach

Author:

Sun Yanyan1,Feng Chengjun1,Peng Di2,Wu Bian1ORCID

Affiliation:

1. Department of Education Information Technology Faculty of Education, East China Normal University Shanghai China

2. School of Mechanical Engineering Shanghai Jiao Tong University Shanghai China

Abstract

AbstractBackgroundBoth learning and problem solving are major goals of complex problem solving in engineering education. The order of knowledge construction and problem solving in learning through problem solving, however, has not been explained in current literature.ObjectivesTo understand their relationships, this study compared the effects of different goal type orders on collaborative simulation‐based inquiry in engineering problem solving.MethodsIn the study, 24 engineering undergraduate students worked in pairs to solve a wind tunnel problem using a computer simulation application. Process mining and epistemic network analysis were used to model the inquiry process and identify inquiry patterns based on the log data and discussion discourse.Results and ConclusionsThe results showed the goal type of first assigned subtask influenced the inquiry strategies of medium‐performance learners most. In addition, the goal type of first assigned subtask had influence on learners' inquiry process. The learners assigned with a problem‐solving goal subtask first (Problem solving goal‐Learning goal condition) had more simulation trials and centered their inquiry discourse around clarification while the learners assigned with a learning goal subtask first (Learning goal‐Problem solving goal condition) connected reflection with other inquiry phases more often. The findings of this study suggested assigning a learning goal subtask first in simulated‐based complex engineering problem solving could be used as an idea‐centered scaffolding, especially for medium‐performance learners. However, low‐performance learners would experience a “situate knowledge paradox” and needs extra guidance. It is important to monitor the knowledge construction process in complex problem solving, even when seeking a solution is the major task.

Publisher

Wiley

Reference45 articles.

1. Teaching and assessing engineering design thinking with virtual internships and epistemic network analysis;Arastoopour Irgens G.;International Journal of Engineering Education,2015

2. Student Learning in Challenge-Based Engineering Curricula

3. Effects of Goal Type on Performance, Task Interest, and Affect Over Time1

4. The effect of negative feedback on tension and subsequent performance: The main and interactive effects of goal content and conscientiousness.

同舟云学术

1.学者识别学者识别

2.学术分析学术分析

3.人才评估人才评估

"同舟云学术"是以全球学者为主线,采集、加工和组织学术论文而形成的新型学术文献查询和分析系统,可以对全球学者进行文献检索和人才价值评估。用户可以通过关注某些学科领域的顶尖人物而持续追踪该领域的学科进展和研究前沿。经过近期的数据扩容,当前同舟云学术共收录了国内外主流学术期刊6万余种,收集的期刊论文及会议论文总量共计约1.5亿篇,并以每天添加12000余篇中外论文的速度递增。我们也可以为用户提供个性化、定制化的学者数据。欢迎来电咨询!咨询电话:010-8811{复制后删除}0370

www.globalauthorid.com

TOP

Copyright © 2019-2024 北京同舟云网络信息技术有限公司
京公网安备11010802033243号  京ICP备18003416号-3