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ERIC Number: ED480558
Record Type: RIE
Publication Date: 2003-Jun
Pages: 59
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Impact of a Simulation and Problem-Based Learning Design Project on Student Learning and Teamwork Skills. CSE Technical Report.
Chung, Gregory K. W. K.
This study examined a civil engineering capstone course that embedded a sophisticated simulation-based task within instruction. Students (n=28) were required to conduct a hazardous waste site investigation using simulation software designed specifically for the course (Interactive Site Investigation Software) (ISIS). The software simulated physical processes as well as real-world engineering processes. The main research question focused on how ISIS impacted students learning of course-related content, ability to handle complex, open-ended problems, attitudes toward ISIS and the course, and use of teamwork processes. Evidence was also gathered on the validity of knowledge mapping for advanced students. Assessment of student outcomes was based on the use of constructed-response knowledge maps to measure content understanding and surveys to measure student attitudes, use of cognitive processes, and use of teamwork processes. Students reported very positive attitudes toward the ISIS experience, demonstrated significant gains in knowledge across the course of ISIS use, and perceived the ISIS activity as being generally effective in improving their skills in handling complex projects linking theory to real-world applications, and improving their problem solving performance. The assessment of student outcomes was a successful first attempt, but more work is needed to validate the measures with advanced students, particularly when the task is complete and requires interdisciplinary knowledge and teamwork skills. Nines appendixes contain the study instruments. (Contains 18 tables and 39 references.) (Author/SLD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: California Univ., Los Angeles.
Authoring Institution: California Univ., Los Angeles. Center for the Study of Evaluation.; National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.