PERC 2021 Abstract Detail Page
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| Abstract Title: | Undergraduate students’ and graduate teaching assistants’ perceptions of engineering design in introductory physics |
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| Abstract: | Problem-solving skills are critical in the 21st century workforce as engineers and scientists often solve complex, ill-defined problems. Prior research supports the idea that engineering design activities have the potential to bring value to a physics course and to facilitate transfer between engineering courses and physics. In this preliminary study, we explore students' and graduate teaching assistants' (GTAs) perceptions of an engineering design challenge implemented in physics. During the Spring 2021 semester we introduced a design challenge, to design a simplified Martian lander, in the introductory physics labs midway through the semester. Using a post-survey, we examined student interest and attitudes toward the challenge. Our results suggest that most students were able to make connections to other classes and their majors. Students also reported using metacognitive monitoring and control strategies during the design project. However, student perceptions of the workload limited student interest. Efficacy of any educational intervention is dependent upon the educators' knowledge of pedagogy, goals, strategies, and students' learning. After the implementation of the engineering design challenge, we conducted a focus group interview with the GTAs about their impressions of the implementation of the unit. The responses indicated a wide spectrum of views regarding the perceived value of the design challenge, its role in physics labs, and the GTAs lack of experience with engineering design. Generally, GTAs expressed. concern that the ill-structured nature of the challenge left students and some GTAs unclear about the expectations for success. Implications for implementation of engineering design activities will be discussed. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session 2 Room A |
| Poster Number: | 2A-5 |
Author/Organizer Information | |
| Primary Contact: |
Amir Bralin Purdue University West Lafayette, IN 47907 |
| Co-Author(s) and Co-Presenter(s) |
Thomas Chapman, Purdue University Jason W. Morphew, Purdue University Carina M. Rebello, Purdue University N. Sanjay Rebello, Purdue University |
