A qualitative investigation of design knowledge reuse in project-based mechanical design courses     

Dónal P. Holland  Conor J. Walsh 《European Journal of Engineering Education》2019,44(1-2):137-152

ABSTRACT

The interpretation and reuse of previous design solutions, or precedents, is central to design. This paper describes qualitative research conducted over three years at two institutions, aimed at investigating the role of design knowledge re-use in project-based mechanical design courses. Research data were collected through participant observation, student interviews, anonymous questionnaires, and website analytics. The paper identifies challenges that must be addressed in order to support novice engineers in rehearsing the types of knowledge required to successfully reason about and engage with design precedents. Two categories of design precedents are identified: concept precedents and detail precedents. Providing students with access to the latter is identified as a particular challenge, as is providing students with access to engineering communities of practice. Approaches to addressing these challenges are discussed.  相似文献   

Learning from direct instruction: Best prepared by several self-regulated or guided invention activities?     

《Learning and Instruction》2017

Learning from direct instruction can be enhanced by preparatory invention tasks: students invent an index that allows to differentiate a set of cases regarding important aspects (self-regulated). However, contradictory results have been found. As self-regulated activities often need practice, we tested whether the contradictory findings persist when students can practice inventing. We randomly assigned 99 eighth-grade students to two conditions (independent variable): they either invented twice (self-regulated; n = 49) or worked through worked solutions of the two tasks (guided; n = 50) before learning about ratios in physics from a lecture. Extraneous load, deep-structure recall, knowledge-gap perception, and self-efficacy were potential mediators. Transfer was the dependent measure. Guidance led to less extraneous load. However, self-regulation led to higher transfer because the students devoted more attention to the deep structure of the preparation tasks. Our findings suggest that—given some practice—self-regulated outperforms guided preparation for learning from direct instruction.  相似文献   

例题教学四忌     

刘文 《怀化学院学报》2001,20(2):75-76

在例题教学中，教师要依据例题的结构设计教学方案，引导学生探索，自己动手，使学生学例得类， 触类旁通，  相似文献   

概念地图在地理教学中的应用     

郭文毅 《三门峡职业技术学院学报》2007,6(1):68-70

本文介绍了概念地图的定义、要素和类型,以及概念地图绘制的主要方法和基本步骤,并结合新地理课程标准和人教版教材的相关教学内容,以具体的教学案例,论述了巧妙利用概念地图来组织教学过程,优化中学地理教学,发挥其在帮助学生识别和记忆相关概念,加深学生对基础理论的理解和掌握,促进提高学生的探究意识和学习能力等方面的积极作用。  相似文献   

正反例在概念教学中的研究与应用   总被引：1，自引：0，他引：1  

郭建鹏  彭明辉  杨凌燕 《教育学报》2007,3(6):21-28

概念教学在所有课程的教学中占据着重要的地位,是西方教育心理学界研究十分繁荣的一个领域。然而,我国概念教学在理论研究和教学实践中存在的问题由来已久,新课程以来更是出现了虚化"知识教学"、淡化"概念教学"的问题。本文通过介绍国外概念教学研究中关于正反例的研究,尤其是坦尼森(Tennyson)概念教学模式及马飞龙(Marton)的变易理论(Variation theory),指出基于匹配、差异和由简到难三个原则合理组织起来的正反例能够有效地帮助学生掌握概念,并建议加强正反例在我国概念教学中的研究与应用。  相似文献   

再说司马迁对传主“为人”的关注   总被引：1，自引：0，他引：1  

可永雪  赵伟 《内蒙古师范大学学报(哲学社会科学版)》2004,33(6):39-44

《史记》大量出现“某某‘为人’如何如何”,是司马迁关注传主“为人”的显著表征．也是《史记》具有文学特质的内在根源。我们在对《史记》中“为人”一词作穷尽性统计的基础上,发表其89例用例,分析其所用“为人”的涵义,并进一步论说关注传主“为人”对于写人、对于《史记》的文学性所具有的意义和作用。  相似文献   

基于内容自动扩展的多示例查询图像检索技术   总被引：1，自引：0，他引：1  

王小玲  谢康林 《东南大学学报》2005,21(3):287-292

为了缩短基于内容图像检索存在的"语义鸿沟",提出了一种自动扩展的多示例查询技术.该技术将传统检索使用的单一查询图像自动扩展为多个查询示例,从而包含了更多的与语义相关的图像特征.对这些查询示例进行检索,并融合检索结果,可以获得更多相关图像.扩展主要利用了一般检索算法的查准率-查全率曲线特点,对原始查询结果的图像特征距离应用K-均值聚类算法,确定多个查询示例图像.实验结果表明该方法可以显著提高原有检索算法的查全率和查准率.  相似文献   

Effects of different sequences of examples and problems on motivation and learning     

《Contemporary educational psychology》2019

Recent research has shown that example study only (EE) and example-problem pairs (EP) were more effective (i.e., higher test performance) and efficient (i.e., attained with less effort invested in learning and/or test tasks) than problem-example pairs (PE) and problem solving only (PP). We conducted two experiments to investigate how different example and problem-solving sequences would affect motivational (i.e., self-efficacy, perceived competence, and topic interest) and cognitive (i.e., effectiveness and efficiency) aspects of learning. In Experiment 1, 124 technical students learned a mathematical task with the help of EEEE, EPEP, PEPE, or PPPP and then completed a posttest. Students in the EEEE Condition showed higher posttest performance, self-efficacy, and perceived competence, attained with less effort investment, than students in the EPEP and PPPP Condition. Surprisingly, there were no differences between the EPEP and PEPE Condition on any of the outcome measures. We hypothesized that, because the tasks were relevant for technical students, starting with a problem might not have negatively affected their motivation. Therefore, we replicated the experiment with a different sample of 81 teacher training students. Experiment 2 showed an efficiency benefit of EEEE over EPEP, PEPE, and PPPP. However, only EEEE resulted in greater posttest performance, self-efficacy, and perceived competence than PPPP. We again did not find any differences between the EPEP and PEPE Condition. These results suggest that, at least when short training phases are used, studying examples (only) is more preferable than problem solving only for learning. Moreover, this study showed that example study (only) also enhances motivational aspects of learning whereas problem solving only does not positively affect students’ motivation at all.  相似文献   

Governing schooling through ‘what works’: the OECD’s PISA for Schools     

Steven Lewis 《教育政策杂志》2017,32(3):281-302

This paper explores Programme for International Student Assessment (PISA) for Schools, a local variant of the Organisation for Economic Cooperation and Development (OECD’s) influential PISA that not only assesses an individual school’s performance in reading, mathematics and science against international schooling systems, but also promotes 17 identical examples of ‘best practice’ from ‘world class’ schooling systems (e.g. Shanghai-China, Singapore). Informed by 33 semi-structured interviews with actors across the PISA for Schools policy cycle, and supplemented by the analysis of relevant documents, the paper provides an account of how these concrete examples of best practice are represented in the report received by participating schools. Drawing upon thinking around processes of commensuration and the notion of ‘governing by examples’, the paper argues that PISA for Schools discursively positions participating schools as somehow being commensurable with successful schooling systems, eliding any sense that certain cultural and historical factors – or ‘out of school’ factors – are inexorably linked to student performance. Beyond encouraging the problematic school-level borrowing of policies and practices from contextually distinct schooling systems, I argue that this positions the OECD as both the global expert on education policy and now, with PISA for Schools, the local expert on ‘what works’.  相似文献   

常用翻译技巧在时事汉译英中的运用译例     

李思龙 《海南师范大学学报(社会科学版)》2003,16(4):119-122

针对汉语和英语在表达方式上的差异，译者在汉译英过程中应采取各种方法来减少和消除这种差异。文中通过大量的时事汉译英译例，介绍并分析了增词法、省略法、转换法、结构调整法、遣词用字法等一些常用翻译技巧在时事汉译英中的运用。  相似文献