DocumentCode :
3200504
Title :
Work in progress — Analyzing engineering student conceptions of modeling in design
Author :
Carberry, Adam R. ; McKenna, Ann F.
fYear :
2011
fDate :
12-15 Oct. 2011
Abstract :
Modeling is a pervasive feature in any engineering curriculum that is rarely taught as an explicit topic to engineering learners. The implicit inclusion of modeling often results in conceptions of models being primarily descriptive - visual and physical representations - that originate from everyday and coursework use. A broader understanding of modeling is achieved when students are given opportunities to learn about the predictive nature of some modeling applications. Exploratory studies have shown that significant shifts occur in the modeling conceptions of senior engineering students when taught an explicit modeling intervention. Descriptive-centric conceptions remained prevalent with an additional focus on predictive mathematical models. The following work in progress describes the next steps of our study focused on expanding earlier findings. Student, and additionally faculty conceptions, will be observed to gain a greater understanding of modeling conceptions.
Keywords :
design engineering; educational courses; engineering education; work in progress; coursework; descriptive-centric conceptions; design; engineering curriculum; engineering student conceptions; physical representations; predictive mathematical models; visual representations; work in progress; Adaptation models; Analytical models; Computational modeling; Context modeling; Engineering students; Mathematical model; Adaptive Expertise; Engineering Design; Modeling;
fLanguage :
English
Publisher :
ieee
Conference_Titel :
Frontiers in Education Conference (FIE), 2011
Conference_Location :
Rapid City, SD
ISSN :
0190-5848
Print_ISBN :
978-1-61284-468-8
Electronic_ISBN :
0190-5848
Type :
conf
DOI :
10.1109/FIE.2011.6142760
Filename :
6142760
Link To Document :
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