Precollege Electrical Engineering Instruction Do Abstract or 前大学电气程指令做抽象或.pptVIP

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Precollege Electrical Engineering Instruction Do Abstract or 前大学电气程指令做抽象或.ppt

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Precollege Electrical Engineering Instruction Do Abstract or 前大学电气程指令做抽象或

Pre-college Electrical Engineering Instruction: Do Abstract or Contextualized Representations Promote Better Learning? Dr. Roxana Moreno, University of New Mexico Dr. Martin Reisslein, Arizona State University Dr. Gamze Ozogul, Arizona State University Frontiers in Education, October 18 - 21, 2009, San Antonio, TX Pre-College Engineering Education The K-12 school audience has been identified as a key target for improving engineering education. Investigating methods that can help increase the performance and enthusiasm of pre-college students is a major focus. How to help pre-college students develop problem-solving skills and positive perceptions towards engineering education? A promising technique shown to promote problem-solving skills in well-structured domains such as physics or mathematics is worked-example instruction. Two Conflicting Hypotheses Contextualized Representations Promote Learning Realistic problem representations that are anchored in learners past experiences promote learning by activating prior knowledge that relates to the problem. Predictions: C group will show higher transfer, lower difficulty perceptions, higher perceptions of the program usefulness, especially of the problem representations. Abstract Representations Promote Learning Abstract problem representations help learners focus on relevant (structural) rather than irrelevant problem information (superficial) Predictions: A group will show higher transfer, lower difficulty perceptions, higher perceptions of the program usefulness, especially of the problem representations. Research Questions Does contextualizing problems during worked-example instruction promote the near and/or far transfer of the principles learned? Does contextualizing problems during worked-example instruction affect students’ ability to represent novel problems? Does contextualizing problems during worked- example instruction affect students’ learning perceptions? Method Participants 86 pre-col