Exploring student computational practices in solving complex engineering design problems

Abstract

Computational tools are becoming more useful pedagogical tools because of their ability to create and display multiple representational forms, often interactively, and as a function of time. Specifically, representational artifacts such as graphs, visual models, and simulations of physical or non-physical phenomena can serve as tools in guiding inquiry and constructing solutions in engineering design. However, there is a limited amount of research that describes the computational practices of engineering students. In particular, there is a need to investigate the way engineering students use computational tools for developing solutions to complex design problems beyond the first year of engineering. This study investigates graduate students' computational practices that inform their problem-solving processes to accomplish a design task. In this paper we define computational practices as a system of activities carried out to create symbolic representations. These representations refer to simplifications of systems or artifacts that delete, maintain and distort aspects of a phenomenon in order to support scientific inquiry and design activity. The research question from this study is: How do graduate students engage modeling and computational practices towards problem solving in a material science rechargeable battery design course? A theoretical framework based on Lev Vygostky's Activity theory was used for understanding and describing the role of computational resources used by lower level graduate students for problem solving. In particular, the study investigated two groups of participants that were tasked to utilize different computational resources: analytical or computational. A qualitative analysis was used to perform an in-depth examination of students' solutions consisting of three elements; the subject, mediating tools and the task objectives. The results of this study will be beneficial in expanding the current work in investigating the role of representations for conceptual change in engineering and provide insights into how students process knowledge when provided with simulation tools and computational methods for solving design problems. © American Society for Engineering Education, 2014.