Effects of Different Goal Type Orders on Collaborative Simulation-Based Inquiry in Engineering Problem Solving

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Abstract

This study compared the effects of different goal type orders on collaborative simulation-based inquiry in engineering problem solving. In the study, 26 undergraduate students worked in pairs to solve a wind tunnel problem using a computer simulation application. Process mining and epistemic network analysis were used to identify inquiry patterns based on log data and discussion discourse. The results indicated that having a subtask with learning goal followed by one with problem-solving goal (L-P condition) led to better performance and more efficient uses of learning strategies than starting with a problem-solving goal subtask followed by one with learning goal (P-L condition). The L-P condition also generated more analysis and reflections in the investigation phase compared to P-L condition.

Authors

• Yanyan Sun, East China Normal University

• Chengjun Feng, East China Normal University

• Bian Wu, East China Normal University

• Di Peng, Shanghai Jiao Tong University

• Zhenping Yan, Baoan School Affiliated to HSAS