How the Introduction of Content Relates to Performance in a Middle School Modeling and Simulation Environment

Simple item page
dc.contributor.authorBowen, Bradley D.en
dc.contributor.authorPeterson, Bryanneen
dc.date.accessioned2025-01-28T14:33:44Zen
dc.date.available2025-01-28T14:33:44Zen
dc.date.issued2024-03-01en
dc.description.abstractModeling and simulation activities are common in secondary technology and engineering education classrooms. Virtual simulations are used to integrate engineering design into classroom instruction. The quality of a student’s final virtual design depends on their ability to apply the knowledge they have learned during the lesson. When applying what they learned to the virtual design, a student may reach the limit to which the theoretical knowledge can be applied. At this point, students may resort to other problem-solving processes to improve the design, such as trial and error. The activity in this study is a bridge-building project where the students use virtual modeling software to design a truss. This study measures the performance outcomes of students introduced to the content in different formats to determine how the introduction of knowledge impacts their performance within a virtual simulation. Data was collected through the simulation program and a statistical analysis was used to compare the efficiency of truss designs of students initially introduced to the engineering content to those students not originally introduced to the engineering content. The results of the statistical analysis show that students with more exposure to the content at the beginning of the activity have significantly better performance outcomes in the initial designs. However, students that receive less content initially can perform equally well if given enough opportunities to engage in the simulation activity.en
dc.description.versionAccepted versionen
dc.format.extentPages 21-29en
dc.identifier.issue2en
dc.identifier.orcidBowen, Bradley [0000-0003-3987-308X]en
dc.identifier.urihttps://hdl.handle.net/10919/124413en
dc.identifier.volume25en
dc.language.isoenen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectTechnology Educationen
dc.subjectModeling and Simulationen
dc.subjectSTEM Educationen
dc.subjectSecondary Educationen
dc.titleHow the Introduction of Content Relates to Performance in a Middle School Modeling and Simulation Environmenten
dc.title.serialJournal of STEM Education: Innovations and Researchen
dc.typeArticle - Refereeden
dc.type.dcmitypeTexten
dc.type.otherArticleen
pubs.organisational-groupVirginia Techen
pubs.organisational-groupVirginia Tech/All T&R Facultyen
pubs.organisational-groupVirginia Tech/Liberal Arts and Human Sciencesen
pubs.organisational-groupVirginia Tech/Liberal Arts and Human Sciences/School of Educationen
pubs.organisational-groupVirginia Tech/Liberal Arts and Human Sciences/CLAHS T&R Facultyen

Files

Original bundle
Now showing 1 - 1 of 1
Name:
Modeling and Simulation Manuscript Accepted Version.docx
Size:
115.36 KB
Format:
Microsoft Word XML
Description:
Accepted version
Download
License bundle
Now showing 1 - 1 of 1
Name:
license.txt
Size:
1.5 KB
Format:
Plain Text
Description:
Download

Collections

All Faculty Deposits
Scholarly Works, School of Education