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William [email protected]
North Carolina State University
North Carolina State University
ITEEA CharlotteMarch 19, 2010
North Carolina State University National Science Foundation
The Living Laboratory
www.GRIDC.net
North Carolina State University National Science Foundation
Curriculum Development:
North Carolina State University National Science Foundation
•Science•Technology•Engineering
National Science Foundation North Carolina State University
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
National Science Foundation North Carolina State University
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.
National Science Foundation North Carolina State University
Pilot Test Research Results and Analysis
National Science Foundation North Carolina State University
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).
National Science Foundation North Carolina State University
National Science Foundation North Carolina State University
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
National Science Foundation North Carolina State University
• 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
North Carolina State University National Science Foundation
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. __________________________________________________________________________________
•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
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.