william deluca [email protected] north carolina state university pam carpenter...

William [email protected]

North Carolina State University

Pam [email protected]

North Carolina State University

ITEEA CharlotteMarch 19, 2010

North Carolina State University National Science Foundation

The Living Laboratory

www.GRIDC.net


http://www.gridc.net/



National Science Foundation North Carolina State University

Curriculum Development:


•Science•Technology•Engineering


Virtual and PhysicalModeling, Testingand Analysis

Learning goal: to use a data-rich learning environment for developing students higher order thinking skill, problem solving skills and decision making skills.

• Factual and Conceptual Knowledge

• Procedural Knowledge

• Knowledge Application

• Metacognitive Skills


Researching the effectiveness of learning

Knowledge: Multiple-choice pre/post tests designed to evaluate students’ general knowledge about renewable energy sources. Journals were analyzed to asses procedural knowledge

Application: Each course has activities that require application of knowledge gained; rubrics developed to measure student performance on activities.

Metacognition: Students asked to keep journals, record thoughts & thinking steps; 26-item Metacognition Inventory (MI) designed to evaluate students’ awareness of cognitive processes.


Pilot Test Research Results and Analysis


Results

•Significant gains in post-test score were found (t(73) = 9.771, p < 0.001).

•Gains in metacognition performance as measured by the Metacognitive Inventory were found (t(35) = 2.054, p < 0.05).



Three items showed significant gain in student’s perceptions.

1. After I solved a problem, I analyze what went right or what went wrong (t(36) = 2.162, p < 0.05).

7. I am usually able to think up creative or effective alternatives to solve a problem (t(36) = 1.743, p < 0.05).

21. I am aware of which thinking techniques and strategies to use and when to use them (t(34) = 3.416, p < 0.001).

MI Item Analysis


• The number of steps used to solve problems and the number of thinking techniques recorded in their engineering log (r=.30), (n=77).

• The number of problem-solving techniques used has a positive impact on test scores (coefficient = 0.49, p < 0.05).

• The MI Index presented a negative relationship with test scores (coefficient = -0.94, p < 0.05)

Potential Relationships

Further Research Opportunities

• 5 courses, 95 students

• Data Collection (Instructors failed to collect complete data or failed to collect it in a timely manner)

• Omitted Variables

• Student Logs


Reflections… Date: _________________________

Thoughts about thinking…

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

What thinking or problem solving techniques did you use?

What steps were followed to find the solution or make a decision?

What problem-solving or thinking techniques did you use? Check all that apply.

Trial & Error Try probable solution and determine if it works

Troubleshooting Isolate problem, identify causes, test components, implement solution, evaluate solution

Experimentation Observation, hypothesis development, experimentation, draw conclusions

Design Brainstorm, identify possible solution, prototype, finalize design

Research & Development

Conceptualize project, select research procedure, finalize research design, develop proposal, conduct research, analyze results, report results, evaluate research project

Management Identify project goals, identify tasks to reach goals, develop plan to accomplish tasks, implement plan, evaluate plan

Work Backwards Start with end results, reverse steps you need to get those results

Draw a Picture/Graph

Make visual representation of problem

Brainstorming Find possible solutions through unrestrained and spontaneous discussion

Qualifying Find unique characteristics such as definitions, facts, problem/task recognition, units of basic identity

Analyzing Make predictions, inferences, judgments, evaluations

Transforming Use analogies, metaphors, logical inductions

Relating Establish patterns, sequence and order, parts and wholes, analysis and synthesis

Classifying Group & sort; establish similarities and differences; make comparisons

Gather information from (check all that apply):

the instructor

class notes/textbook

classmates

the Internet

other sources Please specify: ________________________________________

What steps did you follow to find the solution?

1. __________________________________________________________________________________ 2. __________________________________________________________________________________ 3. __________________________________________________________________________________ 4. __________________________________________________________________________________ 5. __________________________________________________________________________________ 6. __________________________________________________________________________________ 7. __________________________________________________________________________________ 8. __________________________________________________________________________________ 9. __________________________________________________________________________________ 10. __________________________________________________________________________________

Impacts & Outreach


•President Obama’s announcement of $2.4 billion in R&D, education, and outreach for the electrification of transportation

•Paradigm shift towards electrification of transportation

•Education and outreach for prepared workforce and informed consumers

•Dispelling misconceptions about electric vehicles

•Inform and engage middle and high school students in topics relating to the electrification of transportation. •Teacher training, curricula on electrification of transportation which includes: electric vehicles, plug-in hybrids, infrastructure, alternative fuels, & careers in science, engineering, technology as relates to automotive, supporting infrastructures.

•Curricula are STEM-based; involve problem-solving, critical thinking, inquiry-based learning with relevance to real world.

•Hands-on component; students learn about battery technologies, chassis design.

•Pilot program with 6 high schools, 10 middle schools; expand to include additional schools, community colleges.

•Final event, May 22, 2010 at NC State with range and speed competition.

•Advisory board comprised of experts from utilities, automotive, higher education, and technologies and engineering to provide guidance and vision for the program.

•National recognition and interestoCapitol HilloFordoNSFoAmerican Solar Energy Society (ASES)oPlug In 2010 - Electric Power Research Institute

•Expansion to other statesoMarylandoDelawareoSouth Carolina

www.facebook.comSTEP – Sustainable

Transportation Education Program

http://www.facebook.com/

North Carolina State UniversityNorth Carolina Solar Center

Solar Workforce Development North Carolina Solar Center “MID-ATLANTIC JOINT EXCELLENCE IN SOLAR TRAINING

CONSORTIA “ MAJESTC

• Address critical need for quality trainers in PV, SHC at community colleges and other candidates in partnering states

• Develop and implement teaching materials for trainers to provide standardized system of practice

• Provide classroom and hands-on training

• Develop new certificate program to train new trainers to provide training in solar industry

• Provide classroom and hands-on training in the region

• Assist in development of standardized curricula for Local Educational Institutions (LEIs )

• Create online training and reference modules and online financial tools for LEIs

• Implement workshops and face-to-face conferences with trainers, community colleges, vocational and technical high schools, industry, SEOs, to provide solar industry information and best practices.

Questions?


william deluca [email protected] north carolina state university pam carpenter...

Documents

mi item analysis slide

application of knowledge

students general knowledge

number of thinking techniques

number of steps

metacognition performance

problem t36

results significant