Vidic, N. S., & Ozaltin, N. O., & Besterfield-Sacre, M. E., & Shuman, L. J. (2014, June), Model Eliciting Activities Motivated Problem Solving Process: Solution Path Analysis  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--22844

\bibitem{asee_peer_22844}
  Vidic, N. S., \& Ozaltin, N. O., \& Besterfield-Sacre, M. E., \& Shuman, L. J. (2014, June), \emph{Model Eliciting Activities Motivated Problem Solving Process: Solution Path Analysis}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--22844

Natasa S. Vidic, Nur Ozge Ozaltin, Mary E. Besterfield-Sacre, and Larry J. Shuman.  "Model Eliciting Activities Motivated Problem Solving Process: Solution Path Analysis".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://strategy.asee.org/22844 Internet.  22 Jul, 2024

\bibitem{asee_peer_22844}
  Natasa S. Vidic, Nur Ozge Ozaltin, Mary E. Besterfield-Sacre, and Larry J. Shuman.
  "Model Eliciting Activities Motivated Problem Solving Process: Solution Path Analysis".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://strategy.asee.org/22844 Internet.  22 Jul, 2024

@INPROCEEDINGS{asee_peer_22844
author = "Natasa S. Vidic, Nur Ozge Ozaltin, Mary E. Besterfield-Sacre, and Larry J. Shuman"
title = "Model Eliciting Activities Motivated Problem Solving Process: Solution Path Analysis"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/22844}
number = {10.18260/1-2--22844}
}

TY  - CPAPER
AB  -   Model Eliciting Activities motivated problem solving process: solution path                                    analysisAs part of a larger NSF funded project focused on developing, incorporating and assessingModel Eliciting Activities (MEAs), we conducted a study to investigate the solution pathsteams used in their problem solving processes. In short, MEAs require the team to develop ageneralizable, mathematical model to solve the problem and to present both the solutionmethod and the results to the “client” in a form of a written report. Our previous researchshows improved student conceptual understanding of topics, improved student problemsolving and improved professional skills using MEAs; however, it was found that a portionof student teams still performed poorly on the activity. This particular experiment is directedat obtaining additional insight into the underlying reasons for student teams’ incorrectsolution paths when solving MEAs. In doing so, we focused on determining where and whyin the problem solving process the teams start to go awry with their solution process. Acontent analysis of the process was performed to identify underlying themes of how groupssolved the problem; a detailed path analysis of the solution process similar to the previousanalysis performed with the written reports was also performed. Data were recorded frommultiple teams solving the problem ‘out-loud,’ transcribed, and the transcripts wereanalyzed using both qualitative and quantitative methods. The qualitative analysis allowedthe research team to have an in-depth understanding of why students selected certainsolution paths. In doing the analysis we focused on six key questions: Where do students gowrong and why? Do they iterate? Do they iterate but still hold on to poor assumptions? Howmany times and do they correct their mistakes? Do they have new ideas? How often do theyhave new ideas and are these ideas right or wrong?
AU  - Natasa S. Vidic
AU  - Nur Ozge Ozaltin
AU  - Mary E. Besterfield-Sacre
AU  - Larry J. Shuman
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Model Eliciting Activities Motivated Problem Solving Process: Solution Path Analysis
UR  - https://strategy.asee.org/22844
DO  - 10.18260/1-2--22844
ER  -