The development of adaptive expertise in biotransport

Martin, Taylor; Petrosino, Anthony; Rivale, Stephanie; Diller, Kenneth R.

doi:10.1002/tl.254

Cited by 38 publications

(38 citation statements)

References 9 publications

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“…A level of expertise that is flexible enough to function in novel situations is known as adaptive expertise (Hatano, 1988). Martin, Petrosino, Rivale, and Diller (2006) showed that challenge-based instruction (CBI) is effective in developing adaptive expertise in engineering problem solving. In this paper, we examine the effects of in-service high school math and science teachers participating in a six-week summer professional development course, the Engineering Summer Institute for Teachers (ESIT).…”

Section: Introductionmentioning

confidence: 99%

Changes in Teachers’ Adaptive Expertise in an Engineering Professional Development Course

Martin¹,

Peacock²,

Ko³

et al. 2015

Journal of Pre-College Engineering Education Research (J-PEER)

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Although the consensus seems to be that high-school-level introductory engineering courses should focus on design, this creates a problem for teacher training. Traditionally, math and science teachers are trained to teach and assess factual knowledge and closed-ended problemsolving techniques specific to a particular discipline, which is unsuited for teaching design skills for open-ended problems that may involve multiple engineering disciplines. Instead, engineering teacher training should use the more fluid framework of adaptive expertise which values the ability to apply knowledge in innovative ways as well as recall facts and solve problems using conventional techniques. In this study, we examined a 6-week program to train math/science teachers to teach high school design engineering. For each curriculum unit, we had a pre-posttest to assess the teachers' factual knowledge and ability to solve typical problems (termed ''efficiency'') and their ability to apply their knowledge to reason through open-ended problems (termed ''innovation''). In addition, we conducted a pre-posttest to see whether teachers' attitudes and beliefs related to adaptive expertise changed over the course of the program.

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Section: Introductionmentioning

confidence: 99%

Changes in Teachers’ Adaptive Expertise in an Engineering Professional Development Course

Martin¹,

Peacock²,

Ko³

et al. 2015

Journal of Pre-College Engineering Education Research (J-PEER)

Self Cite

View full text Add to dashboard Cite

show abstract

“…Preliminary results from the use of the survey suggested that adaptability increases the longer a student is in school (freshman to senior). Martin and colleagues [6] found increases over the course of a semester, further supporting the influence of time in academia on the development of adaptive expertise. Results from the survey have also been found to be consistent with interview results.…”

Section: A the Adaptive Expertise Beliefs Surveymentioning

confidence: 85%

“…An empirical longitudinal study was conducted to measure adaptive expertise [6] . This study was later trailed by two follow up studies [14] .…”

Section: Adaptive Expertise In Engineering Educationmentioning

confidence: 99%

Measuring Adaptive Expertise in Engineering Education

Pierrakos

Anderson

Welch³

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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“…The optimal techniques used to develop these skills have been widely researched, but a definitive solution remains elusive. 14,20,23,[28][29][30]34,[43][44][45][46][47][48][49][50][51][52] While utilization of a variety of approaches will likely produce optimal development of these skills, active, student-centered, and inquirybased learning appear to be common themes amongst the critical thinking literature. 4 One such activity that promotes active, student-centered, and inquiry-based learning for undergraduate students is the undergraduate research experience.…”

Section: Introductionmentioning

confidence: 99%

An Analysis of Engaged Thought Through the Lens of Undergraduate Research

Hicks¹,

Douglas²

2015 ASEE Annual Conference and Exposition Proceedings

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The engineering community values the development of critical thinking, but the techniques for most efficiently achieving this outcome are still up for debate. The literature suggests that research experiences provide a strong opportunity for students to develop cognitive abilities, but much of the research is based on the self-reported perceptions of the student participants and often lacks evidence of validity. This paper examines the perceptions and use of engaged thinking, a term that encompasses critical and reflective thinking, by six students throughout a 10-week Research Experience for Undergraduates summer program. An analysis of a series of interviews conducted with each student throughout their research experience presented themes related to prerequisites for engaged thinking (background knowledge, disposition, and transitional circumstances) which could address some of the shortcomings that have previously prevented undergraduate research from reaching its full potential.

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The development of adaptive expertise in biotransport

Cited by 38 publications

References 9 publications

Changes in Teachers’ Adaptive Expertise in an Engineering Professional Development Course

Changes in Teachers’ Adaptive Expertise in an Engineering Professional Development Course

Measuring Adaptive Expertise in Engineering Education

An Analysis of Engaged Thought Through the Lens of Undergraduate Research

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