CREATING INTERACTIVE WEB-BASED ENVIRONMENTS TO SCAFFOLD CREATIVE REASONING AND MEANINGFUL LEARNING: FROM PHYSICS TO PRODUCTS

With the evolution of the surrounding world market, engineers have to propose innovations in products and processes. Industrial innovation frequently results from an improved understanding of basic physics. In this paper, an approach to accelerate inventive preliminary design is presented. This method combines the main advantages of CBR (Case Based Reasoning) and TRIZ (Russian acronym for Theory of Solving Inventive Problem) to transfer physics to industrial technology. Based on this synergy, interactive web-based environments are developed. These systems are intended not only to enhance students to become familiar with basic physics, but also to support students in building meaningful links between basic physics and industrial technologies. The evaluation was conducted in a “Special Project Design” course requiring students to design a robot that could carry out several functions. Robotics, an interdisciplinary engineering subject, has been a recurring theme in engineering education. Project-based learning provides opportunities for interdisciplinary learning. With project-based learning approaches, planning activities and investigations play a critical role in the project process. Through the web-based environments, students can explore the essence of basic physics, design technologies, and the integration of mechatronics. Further, web-based reasoning and meaningful learning modules are developed to scaffold creative design and to enhance student participation, motivation, and learning effectiveness. Quantitative and qualitative methods such as questionnaires and interviews were used to evaluate the effects of the developed system. Findings showed that inquiry modules were able to facilitate investigation and planning activities in product design stages. The responses obtained were very encouraging. Students in the course were appreciative of these on-going changes and indicated that these were indeed helping them to develop their engineering thinking and design skills, increasing their motivation to study.

[1]  Chun Hung Lin,et al.  THE SURVEY STUDY OF MATHEMATICS MOTIVATED STRATEGIES FOR LEARNING QUESTIONNAIRE (MMSLQ) FOR GRADE 10-12 TAIWANESE STUDENTS , 2010 .

[2]  M. Hannafin,et al.  Cognitive strategies and learning from the world wide web , 1997 .

[3]  John W. Creswell,et al.  Research Design: Qualitative and Quantitative Approaches , 1997 .

[4]  Morris A. Enyeart,et al.  Correlation of inductive and deductive logical reasoning to college physics achievement , 1980 .

[5]  Wei-Pang Yang,et al.  An Effective Engine for Answering Questions Based upon Chinese Semantic Extraction , 2003 .

[6]  Eric Krotkov.  Robotics laboratory exercises , 1996 .

[7]  John W. Creswell,et al.  Research Design: Qualitative, Quantitative, and Mixed Methods Approaches , 2010 .

[8]  Aytekin Isman,et al.  Usability Level of Distance Education Website (Sakarya University Sample) , 2010 .

[9]  Anton E. Lawson,et al.  Self-efficacy, reasoning ability, and achievement in college biology , 2007 .

[10]  Gerard D. Thijs,et al.  Cognitive effects of science experiments focusing on students’ preconceptions of force: a comparison of demonstrations and small‐group practicals , 1995 .

[11]  John J. Clement,et al.  Using Bridging Analogies and Anchoring Institutions to Seal with Students' Preconceptions in Physics , 1993 .

[12]  Lora Aroyo,et al.  The New Challenges for E-learning: The Educational Semantic Web , 2004, J. Educ. Technol. Soc..

[13]  Joseph Krajcik,et al.  Teaching Children Science: A Project-Based Approach , 1998 .

[14]  Ann M. L. Cavallo,et al.  Meaningful learning, reasoning ability, and students' understanding and problem solving of topics in genetics , 1996 .

[15]  Marco Porta,et al.  E-learning and machine perception: in pursuit of human-like interaction in computer-based teaching systems , 2007, Int. J. Knowl. Learn..

[16]  James A. Hendler,et al.  The Semantic Web" in Scientific American , 2001 .

[17]  Jill A. Marshall,et al.  Inquiry experiences as a lecture supplement for preservice elementary teachers and general education students , 2000 .

[18]  S. Tobias,et al.  Who will study physics, and why? , 1999 .

[19]  John W. Thomas,et al.  A REVIEW OF RESEARCH ON PROJECT-BASED LEARNING , 2000 .

[20]  Athanasios K. Tsakalidis,et al.  Optimisation mechanism for web search results using topic knowledge , 2006, Int. J. Knowl. Learn..

[21]  Anton E. Lawson,et al.  What do tests of “formal” reasoning actually measure? , 1992 .

[22]  Mark Windschitl,et al.  The WWW and Classroom Research: What Path Should We Take?. , 1998 .

[23]  Farhad Saba.  Research in Distance Education: A Status Report , 2000 .

[24]  R. M. Agne,et al.  Cognitive level and college physics achievement , 1978 .

[25]  Miltiadis D. Lytras,et al.  Exploiting semantic web and ontologies for personalised learning services: towards semantic web-enabled learning portals for real learning experiences , 2008, Int. J. Knowl. Learn..

[26]  J. B. Kahle,et al.  The Effect of Inquiry Activities on Elementary Students' Enjoyment, Ease, and Confidence in Doing Science: An Analysis by Sex and Race. , 1994 .

[27]  LETTERS AND COMMENTS: Comment on 'The effects of students' reasoning abilities on conceptual understanding and problem-solving skills in introductory mechanics' , 2008 .

[28]  Erdat Cataloglu,et al.  The effects of students' cognitive styles on conceptual understandings and problem‐solving skills in introductory mechanics , 2007 .

[29]  Anton E. Lawson,et al.  A Review of Research on Formal Reasoning and Science Teaching. , 1985 .

[30]  A. Lawson,et al.  Development of Scientific Reasoning in College Biology: Do Two Levels of General Hypothesis-Testing Skills Exist?. , 2000 .

[31]  Lillian C. McDermott,et al.  Oersted Medal Lecture 2001: “Physics Education Research—The Key to Student Learning” , 2001 .