Engineering design problems are ill-structured, and as a result, learners find it challenging to engage productively in relevant practices of analysis, synthesis, and evaluation for solving problems in the domain. Teachers find it particularly difficult to effectively support such engagement. Thus, there is a need to understand how teachers orchestrate their classrooms for maximizing opportunities for students to engage in these practices. In this paper, we use the case study methodology to investigate how teachers materialize and enact engineering design practices in a CAD simulation-enhanced learning environment. Three teachers (cases) provide evidence for the following orchestration techniques—scaffolding development of students' expertise via teacher-guided decomposition of problem space, apriori teacher-led parameter determination, and student-generated contrasting cases. These techniques scaffolded students' engagement in engineering design practices in all three cases. Common themes across the three cases—problem decomposition, modeling of expert practices, and facilitating students' active involvement—revealed a combination of pedagogical strategies that were interconnected and made evident through the cognitive apprenticeship model. The strategies suggest the integration of types of knowledge and engineering practices required for effective apprenticeships in similar contexts.

中文翻译：

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调查教师在 CAD 模拟增强学习环境中实施工程设计实践

工程设计问题的结构不合理，因此，学习者发现有效地参与相关的分析、综合和评估实践以解决该领域的问题具有挑战性。教师发现有效地支持这种参与特别困难。因此，有必要了解教师如何编排他们的课堂，以最大限度地为学生提供参与这些实践的机会。在本文中，我们使用案例研究方法来研究教师如何在 CAD 模拟增强的学习环境中具体化和制定工程设计实践。三位教师（案例）为以下编排技巧提供了证据——通过教师引导的问题空间分解、先验教师主导的参数确定来培养学生的专业知识，和学生生成的对比案例。这些技术支持学生在所有三种情况下参与工程设计实践。三个案例中的共同主题——问题分解、专家实践建模和促进学生的积极参与——揭示了通过认知学徒模式相互关联并显而易见的教学策略组合。这些策略建议整合类似背景下有效学徒制所需的知识类型和工程实践。积极参与——揭示了通过认知学徒模式相互关联并显而易见的教学策略的组合。这些策略建议整合类似背景下有效学徒制所需的知识类型和工程实践。积极参与——揭示了通过认知学徒模式相互关联并显而易见的教学策略的组合。这些策略建议整合类似背景下有效学徒制所需的知识类型和工程实践。