TY - GEN
T1 - Investigating student teachers' approach to solving applied analytical graphical problems
AU - Delahunty, Thomas
AU - Seery, Niall
AU - Lynch, Raymond
AU - Lane, Diarmaid
PY - 2012
Y1 - 2012
N2 - Educating for a broad global context and developing problem-solving capacities are fundamental for living in an ever-changing global society. The ability to construct meaning and apply knowledge in a broad context is crucial within education 1 and it is the teacher's responsibility to facilitate this within the subject. This focus is difficult to embrace within the traditional formal schooling structures. Students can often achieve quite well by traditional assessment measures but often have difficulty when required to use this learned knowledge in new styles of problems. Often students pass through the entire schooling system, and perform quite well, but are unable to utilise this learned knowledge in broader contexts. It is future graphics educators that must establish the cultural norm. To do this an ability to apply and transfer knowledge from one context to another is crucial. With the objective of analysing the complexities of applying previous graphical knowledge to a new context, groups of student teachers were given an applied analytical task based on the geometry of the regular polyhedra to solve. Prior to the prescribed task, students were given the opportunity to develop their graphical analytical knowledge and spatial skills through the completion of a coursework portfolio based on the content of the puzzle. A visual-verbal protocol analysis, similar to Montagueet al. was employed to evaluate students' approaches to solving the puzzle and their ability to transfer previously learned knowledge and skills to a new situation as well as their ability to work collectively and communicate their ideas. The findings indicate a significant inability to transfer knowledge and skills developed in the coursework portfolio to the new applied analytical task. Despite students' high level of performance in both the portfolio, which assessed graphical knowledge, and the Purdue Spatial Visualisation Test (PSVT), which examines ability to mentally rotate threedimensional objects, many students were unable to employ an efficient approach to solving the applied analytical task. The paper discusses some key variables relating to performance in the applied analytical task and forms the basis for further research in the area.
AB - Educating for a broad global context and developing problem-solving capacities are fundamental for living in an ever-changing global society. The ability to construct meaning and apply knowledge in a broad context is crucial within education 1 and it is the teacher's responsibility to facilitate this within the subject. This focus is difficult to embrace within the traditional formal schooling structures. Students can often achieve quite well by traditional assessment measures but often have difficulty when required to use this learned knowledge in new styles of problems. Often students pass through the entire schooling system, and perform quite well, but are unable to utilise this learned knowledge in broader contexts. It is future graphics educators that must establish the cultural norm. To do this an ability to apply and transfer knowledge from one context to another is crucial. With the objective of analysing the complexities of applying previous graphical knowledge to a new context, groups of student teachers were given an applied analytical task based on the geometry of the regular polyhedra to solve. Prior to the prescribed task, students were given the opportunity to develop their graphical analytical knowledge and spatial skills through the completion of a coursework portfolio based on the content of the puzzle. A visual-verbal protocol analysis, similar to Montagueet al. was employed to evaluate students' approaches to solving the puzzle and their ability to transfer previously learned knowledge and skills to a new situation as well as their ability to work collectively and communicate their ideas. The findings indicate a significant inability to transfer knowledge and skills developed in the coursework portfolio to the new applied analytical task. Despite students' high level of performance in both the portfolio, which assessed graphical knowledge, and the Purdue Spatial Visualisation Test (PSVT), which examines ability to mentally rotate threedimensional objects, many students were unable to employ an efficient approach to solving the applied analytical task. The paper discusses some key variables relating to performance in the applied analytical task and forms the basis for further research in the area.
KW - Performance and transfer
KW - Problem-Solving
KW - Technology education
UR - http://www.scopus.com/inward/record.url?scp=85029076723&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:85029076723
SN - 9780878232413
T3 - ASEE Annual Conference and Exposition, Conference Proceedings
BT - 119th ASEE Annual Conference and Exposition
PB - American Society for Engineering Education
T2 - 119th ASEE Annual Conference and Exposition
Y2 - 10 June 2012 through 13 June 2012
ER -