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Connected design rationale: a model for measuring design learning using epistemic network analysis
Instructional Science ( IF 2.255 ) Pub Date : 2021-07-16 , DOI: 10.1007/s11251-021-09551-8
Golnaz Arastoopour Irgens 1
Affiliation  

Virtual learning environments have the potential to support students’ development of design skills in engineering education. However, few approaches exist for modeling and measuring design learning as it emerges in authentic practices, which often includes collaboration. This study merges learning sciences research with engineering design education to develop an approach for modeling and measuring design thinking. I propose a connected design rationale model which identifies relationships among design moves and rationale. Results from a qualitative examination of how professional engineers make connections among moves and rationales were used as the foundation to examine students in virtual internships. Using digital collaborative chat data and Epistemic Network Analysis (ENA), the discourse networks of students who had high and low scores in the virtual internship were compared to the discourse patterns of professional engineers to determine if measuring connected design rationale reveals meaningful differences between expert and novice design thinking. The results show a significant difference between high and low-performing students in terms of their patterns of connections and that high-performing students in the virtual internship made connections that were more like experts than low-performing students. Results suggest that a connected design rationale model distinguishes between experts and novices in meaningful ways and can be a robust approach for research in learning sciences and engineering education.



中文翻译:

连接设计原理:使用认知网络分析测量设计学习的模型

虚拟学习环境有可能支持学生在工程教育中发展设计技能。然而,当设计学习出现在真实的实践中时,很少有方法可以建模和衡量设计学习,其中通常包括协作。本研究将学习科学研究与工程设计教育相结合,以开发一种建模和测量设计思维的方法。我提出了一个连接的设计原理识别设计动作和基本原理之间关系的模型。专业工程师如何在动作和原理之间建立联系的定性检查结果被用作检查虚拟实习学生的基础。使用数字协作聊天数据和认知网络分析 (ENA),将虚拟实习中得分高低的学生的话语网络与专业工程师的话语模式进行比较,以确定测量连接设计原理是否揭示了专家和专家之间的有意义的差异。新手设计思维。结果表明,高绩效学生和低绩效学生之间的联系模式存在显着差异,并且在虚拟实习中表现出色的学生建立的联系更像是专家而不是低绩效学生。结果表明,连接设计原理模型以有意义的方式区分专家和新手,并且可以成为学习科学和工程教育研究的稳健方法。

更新日期:2021-07-18
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