A six-step C/I cycle administered in a sophomore engineering physics class and a graduate physics class guided a group to select a conveyor-belt power-calibration method via a co-constructed decision metric¶

Claim · All claims
Evidence · 1 study (2 entries) · design r1–r2 · q2
Currency · newest study 2013 · 1 of 2 entries checked against their sources (automated) · not reviewed by a person

Subclaims¶

q2 i? The process was administered separately to a sophomore class of 23 engineering physics students and a class of 7 graduate physics students. → Kowalski 2013 q2 i? The decision metric developed from positive and negative critical thinking guided the class to choose calibrating the power consumed by a conveyer belt as the method of determining the mass removed from a quarry. → Kowalski 2013 (2)

Evidence¶

Kowalski 2013¶

Kowalski, F.V., Kowalski, S.E., Kohl, P.B., and Kuo, V.H. (2013). Technology-Enabled Nurturing of Creativity and Innovation: A Specific Illustration from an Undergraduate Engineering Physics Course. https://arxiv.org/abs/1308.2434 doi:10.48550/arxiv.1308.2434

q2 · case report · i? · no effect size · design · r2

Case report of the process used in two classes meeting one hour a week in an interactive lecture format, each student using a tablet computer to submit open-format responses via InkSurvey. The article states it was "administered separately to two classes" of 23 sophomores and 7 graduate students; results from both classes are combined.

"This process for nurturing creativity and innovation has been administered separately to two classes: a sophomore class of 23 engineering physics students (who had completed 2 semesters of physics, engineering design, and chemistry along with three semesters of calculus), and a class of 7 graduate physics students."

Kowalski 2013 (2)¶

Kowalski, F.V., Kowalski, S.E., Kohl, P.B., and Kuo, V.H. (2013). Technology-Enabled Nurturing of Creativity and Innovation: A Specific Illustration from an Undergraduate Engineering Physics Course. https://arxiv.org/abs/1308.2434. doi:10.48550/arxiv.1308.2434

q2 · i? · the article prints no effect size for this finding · design · r1

In the quarry problem, the group's metric (simultaneity, use of existing infrastructure, repeated measurement, non-intrusiveness, speed, transferability) was applied to two candidate methods; the article reports the metric "guided the class to choose calibrating the power consumed by a conveyer belt" while the volumetric method fell short.

"The decision metric developed earlier for this problem (see above) gu ided the class to choose calibrating the power consumed by a conveyer belt as the method of determining the mass removed from a quarry, since all of the points in the metric were satisfied."

Discussion¶

Related Claims¶

• Classifying and combining group ideas generated new ideas in the quarry problem, including acoustic volume measurement — related
• A teacher's appropriation of the engineering design process reframed restrictive STEM narratives in her teaching and personal life — related
• Scripted personally meaningful inquiry is associated with gains in inquiry-decision accuracy, with mixed evidence on attitude and behavior change — related