Title :
Text to diagram to symbol: representational transformations in problem-solving
Author :
McCracken, W.M. ; Newstetter, Wendy C.
Author_Institution :
Coll. of Comput., Georgia Inst. of Technol., Atlanta, GA, USA
fDate :
6/23/1905 12:00:00 AM
Abstract :
Central to engineering problem solving is what we call representational transformation. Such transformations are built upon community-sanctioned practices often referred to as "back of the envelope" calculations. First a problem statement (text) is translated into a sketch (diagram) which visually articulates the essential problem parts. Mechanical models and free-body diagrams are instances of this first transformation. The qualitative model is then transformed into a set of mathematical formulae (symbols), which drive the problem solution. Thus, the problem is solved using three types of representational systems: textual, diagrammatic and symbolic. At each step the engineer translates information from one representational system to another, enacting an abstract cultural algorithm. The knowledge necessary to undertake these transformations is described in this paper in the context of multi-literacies. We propose that a large part of learning engineering problem solving is in fact learning the relationships between the multiple languages of problem solving
Keywords :
engineering education; problem solving; back of the envelope calculations; biomedical engineering problem solving; cognitive strategies; education; engineering problem solving; free-body diagrams; information translation; learning; learning engineering problem solving; literacy; mathematical formulae; mechanical models; multi-literacies; problem framing; problem recognition; problem statement; problem synthesis; representational transformation; symbols; thermodynamics problem solving; Biomedical computing; Biomedical engineering; Cultural differences; Educational institutions; Educational technology; Engineering drawings; Knowledge engineering; Mathematical model; Performance analysis; Problem-solving;
Conference_Titel :
Frontiers in Education Conference, 2001. 31st Annual
Print_ISBN :
0-7803-6669-7
DOI :
10.1109/FIE.2001.963721