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ENGAGING TEACHERS AND ENGAGING TEACHERS AND STUDENTS IN PROBLEM BASED STUDENTS IN PROBLEM BASED
SIMULATION ACTIVITIESSIMULATION ACTIVITIES
by by
John L. Irwin, Ed.D.John L. Irwin, Ed.D.
Advanced InnovationsAdvanced Innovations
In Engineering Technology EducationIn Engineering Technology Education
San DiegoSan Diego
20052005
IntroductionIntroduction
Problem StatementProblem Statement Significance of studySignificance of study Limitations of studyLimitations of study Literature ReviewLiterature Review Design & MethodologyDesign & Methodology Context of the StudyContext of the Study Content of the curriculumContent of the curriculum
Research Problem Research Problem StatementStatement
To investigate the perceptions of teachers and students involved in To investigate the perceptions of teachers and students involved in problem-based simulation activities used in high school design problem-based simulation activities used in high school design engineering curriculum to introduce simulation as a design tool to engineering curriculum to introduce simulation as a design tool to better evaluate design solutions.better evaluate design solutions.
Simulation in Design/CAD curriculum is a fairly new concept rarely Simulation in Design/CAD curriculum is a fairly new concept rarely studied and there is a lack of understanding of how simulation can studied and there is a lack of understanding of how simulation can be used as a design tool and as an educational aid in design be used as a design tool and as an educational aid in design engineering curriculum. engineering curriculum.
Problem-Based Problem-Based Simulation Activity Simulation Activity
ExampleExample
Significance of StudySignificance of Study
Combination of Problem-based Learning Combination of Problem-based Learning PrinciplesPrinciples
andand
Simulation used in EducationSimulation used in Education
Presentations Presentations 2000-present2000-present
American Society of Engineering Educators (American Society of Engineering Educators (ASEEASEE))
NSF NSF Advanced Technology EducatorsAdvanced Technology Educators (ATE) (ATE)
Industry Training, Simulation and EducationIndustry Training, Simulation and Education (ITSEC) (ITSEC)
Unigraphics User Group ConferenceUnigraphics User Group Conference (UUGC) (UUGC)
Limitations of StudyLimitations of Study
Limited sample – 3 high school locationsLimited sample – 3 high school locations Survey questionnaires vs. transcribed personal Survey questionnaires vs. transcribed personal
in depth interviewsin depth interviews Content limited to three topicsContent limited to three topics
Threads, Cams, GearsThreads, Cams, Gears
Researcher influence in success of projectResearcher influence in success of project Time ConstraintsTime Constraints
Literature ReviewLiterature Review
Simulation Enhanced Design of CurriculumSimulation Enhanced Design of Curriculum (Swanson & Holton 1999), (Hill & Semler 2001) (Swanson & Holton 1999), (Hill & Semler 2001)
Problem-Based Learning – (Schmidt, 1983)Problem-Based Learning – (Schmidt, 1983) Constructivism – (John Dewey, 1916)Constructivism – (John Dewey, 1916) Spiral Curriculum – (Jerome Bruner, 1966)Spiral Curriculum – (Jerome Bruner, 1966) Design centered approach – (Design centered approach – (Mooney & Laubach, Mooney & Laubach,
2002) Adventure Engineering2002) Adventure Engineering Learner-centered design – (Learner-centered design – (Soloway and his group, Soloway and his group,
1995) 1995) CBE vs. Traditional methods – (CBE vs. Traditional methods – (Bell and Mitchell, 2001)Bell and Mitchell, 2001) Problem solving approach – (Sutton, 2004) Problem solving approach – (Sutton, 2004)
Is there a significant difference in learning the technology course content when the teacher employs problem-based simulation activities?
Post-tests - Threads, Cams & Gears administered to test and control groups from three separate high school sites.
The results will be presented in tables of rank scores on the post tests and the Wilcoxen statistic comparing test and control groups.
What are three teachers’ prior-teaching perceptions of the integration of the problem-based simulation activities in their technology curriculum?
Survey questions 1-11 CAD/Drafting Instructor perceptions of the problem-based simulation activities prior to using them
Extracting of themes, topics or issues related using QSR N6 qualitative statistical software package.
What are their post-teaching perceptions of the integration of the problem-based simulation activities?
Survey questions 1-9 CAD/Drafting Instructor post perceptions of the problem-based simulation activities
Extracting of themes, topics or issues related using QSR N6 qualitative statistical software package.
Research Question Data Gathering Tool(s) Analysis
Design and MethodologyDesign and Methodology
What is the nature of their developmental perceptions from prior to post-teaching of the integration of problem-based sim. activities?
Survey questions 1-11 & 1-9 CAD/Drafting Instructor post perceptions of the problem-based simulation activities
Extracting of themes, topics or issues related using QSR N6 qualitative statistical software package.
What is the nature of classroom interactions and discourse when simulations are used in problem-based learning?
Observation Scale – Student/Teacher interactions during classroom sessionsand field notes
Extracting of themes, topics or issues related using QSR N6 qualitative statistical software package.
What sense do students make of their learning within the context of problem-based learning that uses simulation activities?
Prior and post survey questions 1-3 CAD/Drafting students’ conceptualization of the concepts
Extracting of themes, topics or issues related using QSR N6 qualitative statistical software package.
What is the affective growth of a small group of students within the context of problem-based learning that uses simulated activities?
Post survey questions 4-7 CAD/Drafting students’ affective perceptions of the curriculum
Extracting of themes, topics or issues related using QSR N6 qualitative statistical software package.
Context of StudyContext of StudyTotal number of Students
64
65
Test Group
Control Group
TestGroup
ControlGroup
Female Students
57 58
7 70
20
40
60
Number of Male and Female Students
Male Students
Context of Study (cont.)Context of Study (cont.)
12
24
18
22
18
14
16
5
0
10
20
30
40
Students Grade Level - 9Students Grade Level -
10
Students Grade Level -
11
Students Grade Level -
12
Grade Levels of Students
Control Group
Test Group
21
38
5
45
200
0
20
40
60
80
Test Group Control Group
Years of Drafting Experience
Third year in Drafting
Second year in Drafting
First year in Drafting
Content of CurriculumContent of Curriculum NSF Project (3 of 10 developed)NSF Project (3 of 10 developed)
Cams – Rotary to linear motion, torqueCams – Rotary to linear motion, torque Gears – Ratios, Speeds, direction of rotationGears – Ratios, Speeds, direction of rotation Threads and Fasteners – Travel, torque Threads and Fasteners – Travel, torque Relate to High School CAD/Design coursesRelate to High School CAD/Design courses
Design Engineering Technology - MCCDesign Engineering Technology - MCC Computer Aided Design, CAD – InventorComputer Aided Design, CAD – Inventor Simulation – Dynamic DesignerSimulation – Dynamic Designer Curriculum - WIDSCurriculum - WIDS
Results of StudyResults of Study
Time on tasks Time on tasks Student & Teacher ObservationsStudent & Teacher Observations PerceptionsPerceptions Post TestsPost Tests
Time on TasksTime on Tasks
3
4.5
4
1.5
3
1.5
4
4
4
0%
20%
40%
60%
80%
100%
School A School B School C
Observations in ClassroomApproximnate amountof hours in classteaching w ith threadsactivities
Approximnate amountof hours in classteaching w ith camsactivities
Approximnate amountof hours in classteaching w ith gearsactivities
Student and Teacher Student and Teacher ObservationsObservations
61.5 62.3
52
45
50
55
60
65
School A School B School C
Observations of Students
16.5 16.3
10
0
5
10
15
20
School A School B School C
Classroom Commitment in General
86.5 81.7
44
0
20
40
60
80
100
School A School B School C
Observations of Teacher
Max Score = 95
Max Score = 20
Max Score = 75
Charted Observations rated on a scale 1-5
Prior Perceptions - Prior Perceptions - Teachers and StudentsTeachers and Students Teachers expected that the activities would be Teachers expected that the activities would be
useful, motivational, and would help students to useful, motivational, and would help students to grasp concepts with the advantage being that the grasp concepts with the advantage being that the activities would allow students to see what activities would allow students to see what happens. happens.
Prior to treatment 84% of the students related Prior to treatment 84% of the students related that they had no knowledge of the topics of that they had no knowledge of the topics of Gears, Cams or Threads as related to design Gears, Cams or Threads as related to design concepts. concepts.
Post TestsPost Tests
63.03%
39.48%
69.49%
55.69%
66.48%
53.25%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
threads cams gears
Post Test Scores
treatment
comparison
Post Test AnalysisPost Test Analysis
Schools A, B & CSchools A, B & Cthreads cams gears
Possible points 6 15 17
Treatment group average 3.8667 10.6774 11.7167
Comparison group average 2.3846 8.3934 9.3016
Wilcoxon Rank Sum Z 2.25 4.03 2.97
Standard deviation comparison group
2.17 3.06 4.59
Effect Size .68 .75 .53
Post Perceptions - Post Perceptions - TeachersTeachers Teachers were still in favor of the Teachers were still in favor of the
effectiveness of the curriculum activities effectiveness of the curriculum activities illustrating that the advantage is that illustrating that the advantage is that students can visualize better using the students can visualize better using the simulations.simulations.
Maybe too complex, the high learning curve Maybe too complex, the high learning curve on the software, and some students still do on the software, and some students still do not get the point after the activities. not get the point after the activities.
Developmental Perceptions - TeachersDevelopmental Perceptions - TeachersSurvey Topics Evidenced by Nature of
Develop-mental
PerceptionsPrior Perceptions Post Perceptions
Curriculum Usefulness
“Useful”, “Very Useful”, “Great”,
“Yes”, “Help a lot”, “Very helpful”
“Most followed along”, “They should have received more background”, “Pretty user friendly”, “Ran through materials
too fast”
Changed - Changed - Concern Concern
with with method of method of delivery of delivery of materialsmaterials
Educational Effectiveness
“Good”, “Good”, “Excellent”
“Good”, “Good”, “Excellent”
No No changechange
Modifications Necessary
“Application Exercises”, “Presentations”
“Application Exercises”,
“Presentations”
No No changechange
Advantages of simulation activities
“You can see actual usage”, “You can
see what happens”, “Can still see the
issue”
“Shows movement”, “Moving visual component”,
“Manipulate the solid models”
No No changechange
Post Perceptions - Post Perceptions - StudentsStudents
15% of the time students still did not understand the 15% of the time students still did not understand the concepts of threads, cams and gears after concepts of threads, cams and gears after completing the simulation activities.completing the simulation activities.
vs.vs. 61% of the students who stated accurately design 61% of the students who stated accurately design
concepts related to cams, gears and threads.concepts related to cams, gears and threads.
The highest amount of understanding related by the The highest amount of understanding related by the students was in the threads unit dealing with the students was in the threads unit dealing with the content area of distance that a threaded component content area of distance that a threaded component will travel in a certain number of revolutions. will travel in a certain number of revolutions.
Is simulation a beneficial Is simulation a beneficial tool for learning?tool for learning? 85% of the students that participated in the 85% of the students that participated in the
treatment group responded that simulation is a treatment group responded that simulation is a beneficial tool. beneficial tool.
Student quote:Student quote:
“ “It is a good way to see and visualize calculations It is a good way to see and visualize calculations as well as interferences, and possible problems as well as interferences, and possible problems and possible solutions as well”. and possible solutions as well”.
ConclusionsConclusions
According to the analysis results of the post-test scores According to the analysis results of the post-test scores there is a significant difference between the there is a significant difference between the comparison and treatment groupcomparison and treatment group..
Simulation was perceived by students and teachers as Simulation was perceived by students and teachers as
a valuable tool to use in design and in education.a valuable tool to use in design and in education.
LimitationsLimitations Sample – Control group less experiencedSample – Control group less experienced Researcher positively influenced resultsResearcher positively influenced results
Can teachers use this ?Can teachers use this ?
Work in ProgressWork in Progress
Use simulation activities as a supplement not Use simulation activities as a supplement not as a substitute for traditional activities.as a substitute for traditional activities.
Website available, Interactive CD production.Website available, Interactive CD production. Teacher workshops required to become Teacher workshops required to become
proficient with running the simulation activities.proficient with running the simulation activities.
Questions?Questions?
Workshop:Workshop:May 17-19 @ M-TEC, MCC, Flint, MIMay 17-19 @ M-TEC, MCC, Flint, MI
Web Site: Web Site:www.www.nsfsimnsfsim..mccmcc..eduedu
