A Study of Trial and Error Learning in Technology, Engineering, and Design Education

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Autor/in	Franzen, Marissa Marie Sloan
Titel	A Study of Trial and Error Learning in Technology, Engineering, and Design Education
Quelle	(2016), (120 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, North Carolina State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3696-1977-5
Schlagwörter	Hochschulschrift; Dissertation; Engineering Education; Design; Learning Processes; Statistical Analysis; Technology Education; Mixed Methods Research; Computer Simulation; Tests; Computer Software; Computer Assisted Instruction; Focus Groups; Interviews; Student Attitudes; Correlation; Decision Making; Research Methodology; Secondary School Students; North Carolina + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ingenieurausbildung; Learning process; Lernprozess; Statistische Analyse; Technisch-naturwissenschaftlicher Unterricht; Computergrafik; Computersimulation; Examination; Prüfung; Examen; Computer based training; Computerunterstützter Unterricht; Interviewing; Interviewtechnik; Schülerverhalten; Korrelation; Decision-making; Entscheidungsfindung; Research method; Forschungsmethode; Sekundarschüler
Abstract	The purpose of this research study was to determine if trial and error learning was an effective, practical, and efficient learning method for Technology, Engineering, and Design Education students at the post-secondary level. A mixed methods explanatory research design was used to measure the viability of the learning source. The study sample was twenty-three (N = 23) undergraduate students enrolled in an introductory Technology, Engineering, and Design course at North Carolina State University during the 2015 spring semester. Twelve students completed a virtual simulation glider activity that included reading, quizzes, and virtually modeling a glider using a software program called Whitebox Learning. Eleven students completed the same virtual simulation glider activity without the readings and quizzes, and only virtually modeled a glider using Whitebox Learning. Quantitative data was collected from both groups throughout the designing process of their virtual glider model on flight time and the number of iterations created. After the students completed their virtual gliders, qualitative data was collected. Focus group interviews were held for both learning groups in order to collect information on the rationale behind the design process and participants thinking when making choices in each group. The resultant data implied no significant relationships between number of iterations, beginning flight times, final flight times, or the mean difference of the flight times between the trial and error learning group and the knowledge application learning group. However, when looking at each group individually, both groups had a positive mean difference between their final flight time and beginning flight times, showing a knowledge gain happening within both groups. Within the focus group interviews, data was collected on the thought process behind a student's decision when creating their virtual glider. The interviews combined with the quantitative data proved a knowledge gain within the trial and error learning group and possibility of it being a viable source for learning. Technology, Engineering, and Design educators at the post-secondary level should make sure to look into the different types of learning and the most effective methods to educate their students. From the conclusions reached by the researcher, there are several areas suggested for future research. First, a larger random sample should be used for the same study to compare and confirm results. Secondly, a larger sample that includes more females should be conducted to examine any gender differences that could be present. Next, areas of research would be, a study related to the point of convergence within flight times between a knowledge application learning group and a trial and error learning group, and a study related to the number of iterations each students creates within their respected groups, concentrating on valid (in specification) iterations and invalid (out of specification) iterations. Lastly, a study relating to the theme that emerged from the knowledge application learning focus group interview, clarity from the readings, and a study relating to the optimization tool and how it impacts student learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01