V. William DeLuca

Measuring how the degree of content knowledge determines performance outcomes in an engineering design-based simulation environment for middle school students

Many secondary schools offer STEM-based technology and engineering courses that use simulation modeling to teach engineering design. However, the performance of the final design is usually dependent upon the students ability for knowledge application. When a student reaches the limit of this content knowledge, they may resort to other problem solving processes, such as a trial and error approach, to improve their design. This study measures the outcomes of students with varying levels of content knowledge to determine how the level of knowledge determines their performance within a virtual design simulation. The results show that students with a greater content knowledge initially have significantly better performance outcomes. However, if given enough opportunities to engage in the simulation activity, students with less content knowledge perform equally well. Measuring how different levels of content knowledge determine performance outcomes.Students were exposed to different content in a virtual simulation environment.Performance application based on efficiency was analyzed.Content-based knowledge application may initially produces more efficient outcomes.Less content knowledge with more iterations may produce equal performance outcomes.

Work in progress: Data-rich learning environments for engineering education

Green Research for Incorporating Data in the Classroom (GRIDC) is a National Science Foundation project designed to improve instructional practices in the curricula areas of science, technology, engineering, and mathematics (STEM). The project uses data collected from renewable energy technologies at the NC Solar House, and enables students in engineering and education to analyze, synthesize, and evaluate downloadable data. Students and instructors create data-driven and conceptual models to explain information obtained from the projects website using a variety of methods involved in technical data presentation. This paper explains the GRIDC project and how students in engineering and pre-service technology, engineering and design teacher education develop higher-order thinking skills. Preliminary research has been conducted on the effective use of these materials in college level environmental engineering classes and technical animation courses in engineering graphics. This research provides a base for continued research and development on using data-rich learning environments to further develop higher-order thinking skills for students across the country.