Lin Ding, Ph.D. - US grants

Previous studies of problem solving in physics have primarily focused on students and experts solving textbook-like exercises containing a single concept that can be typically completed by simply searching for and manipulating in-chapter equations. These tasks often habituate students to formula-based algorithms and have limited impact on promoting expert-like heuristic problem solving. This project proposes to investigate and improve student skills in solving synthesis problems in introductory physics, that is: problems that require a joint application of multiple physics concepts including those that are taught in different chapters or at significantly different times in the course. Differing from the traditional textbook exercises and closer to real-world situations, these synthesis problems cannot be easily solved by using formula-based ?plug-and-chug? approaches but rather require students to recognize and be able to coordinate multiple key concepts in order to reach a successful solution. Built on the well-established framework of analogical reasoning, this project seeks to (1) identify and characterize students? and experts? approaches to synthesis problems in physics, (2) evaluate and compare various methods of analogical reasoning aimed at promoting student synthesis problem solving skills, and (3) field test the most successful method in physics classrooms.

This project directly targets undergraduate students in Science, Technology, Engineering and Mathematics (STEM) who are enrolled in college-level introductory physics courses. The synthesis materials and analogical interventions investigated in the project will reach thousands of STEM learners across the nation to most effectively increase their problem solving skills. The project outcomes, including research-validated curricular materials, will be disseminated via publications, national and international presentations, workshops and online resources. These results will not only help improve physics education at the tertiary level but will also have bearing on our knowledge of problem solving and STEM education in general.

To educate engineering graduates of higher value to industry upon graduation, curriculum reform requires effective assessment of knowledge, skills and abilities (KSA) such as project management, performance on multidisciplinary teams, critical thinking, addressing open-ended problems, thinking entrepreneurially, communicating with diverse audiences, taking calculated risks, and evaluating business and technical trade-offs. This project focuses on KSA assessment in senior capstone design courses where students gain technical and professional skills in realistic project experiences. The project team is defining and prioritizing required professional skills; developing, testing, and validating assessments that measure individual student achievement in diverse settings; and disseminating proven assessments through workshops, conference presentations, and focused communication vehicles including the Capstone Design Conference and an Internet-based Capstone Design Hub.

Validated assessment tools will apply to engineering capstone design courses of all disciplines, project types, team configurations, and student backgrounds. Instruments are being developed with input from and testing with diverse student populations, giving specific attention to female and minority populations. Psychometric analysis of the instruments will involve the use of Classical Test Theory (CTT) and Item Response Theory (IRT) psychometric analysis. Specifically, the Classical Test Theory will be used to analyze item properties (item difficulty and discrimination indices) as well as test properties (test reliability and discrimination indices). Results from the CTT analysis will allow the team to verify (a) whether items can collectively function well in testing what they are purported to test; and (b) if not, which items may warrant further inspection. A diverse community of practitioners is contributing to the ongoing refinement and implementation of the assessments in order for them to gain broad adoption, guide curriculum change, and benefit society through better educated engineers entering the global workforce.

This Noyce Teaching Fellows project is a collaborative effort between the Ohio State University College of Education and Human Ecology, College of Arts and Sciences, Columbus City Schools, and Center for Science and Industry (COSI) that aims to produce leaders in STEM teaching for high-needs, grade 7-12 schools. The objectives of the project are to (a) prepare 16 highly qualified STEM teacher leaders for high-needs, urban classrooms, (b) recruit participants from underrepresented populations, (c) develop close connections between informal science learning venues and teachers in high-needs schools, and (d) provide leadership training. Summer field placements at COSI will introduce the fellows to the challenges of presenting discovery-based, hands-on learning experiences to members of the general public, including everyone from young children to knowledgeable adults.

A central theme of this proposal is extending the impact of the STEM teaching network within high-needs communities. Thus, the fellows' training will include an Urban Teaching Seminar that emphasizes culturally relevant pedagogy, an approach that research has shown to be especially effective when working with high-needs learners. The central theme will also be supported through the integration of informal learning into the fellows' professional development activities. Through COSI, the fellows will do summer field placements, design and implement new STEM themed Discovery Carts, and develop summer workshops that utilize the site's resources. The task of creating Discovery Carts will enrich the fellows' understanding of STEM topics and allow them to participate in the informal education of high-needs community members of all ages. Formative and summative evaluation will rely on a variety of surveys and interviews that will investigate the fellows' expectations and study the extent and effectiveness of their preparation. Fellows will be assessed for content knowledge, understanding of pedagogy (the Education Teacher Performance Assessment), and development as leaders (annual portfolio). The investigators will prepare and submit manuscripts related to this work to professional journals such as the Journal of Teaching and Teacher Education, The Journal of Mathematics Teacher Education, the Science Educator, and The Mathematics Educator. The project will also host a website to distribute findings.