Design ChallengeThe design elements

Design ChallengeThe design elements of project-based learning (Larmer et al. 2015) for the design of the unit are presented in Table 1. The challenge or the big project for the students was to design a house that had a net-zero energy expenditure, i.e., the amount of energy needed to maintain a certain temperature inside the house was equal or less than the amount of energy generated by the house. Students had to use the CAD tool to complete this challenge. Students had to work with constraints like de- sign only one house, remain within the given budget, have at least one window on each floor, have trees at least two meters away from the house, and have solar panels that should not hang from roof edges. To make sure that students’ had the opportunity to engage in productive discussion and promote collaborative learning, the task had also some ill-defined con- straints. For instance, it should comfortably fit a four-person family (have an approximate building area 100–200 m2 and a height of 6–10 m), should be easy to construct, and should have an attractive exterior (or curb appeal). It was expected that each team discussed and agreed on their definitions and measures for Bcomfortable, Beasy, and Battractive.Participants and Data CollectionOne hundred twenty first-year engineering students in an introductory engineering design course participated in this study. However, only 90 students completed both the re- flections. Since both were necessary to compare students’ pre-and-post thoughts on the design process, we used data from only those 90 students who had completed both the reflections. The main instructor of the class (the third au- thor of this manuscript) removed identifying information from the reflections and provided a new identifier for each member of the team (e.g., member A, member B, member C, and member D).

結果 (繁體中文) 1:

設計挑戰賽

The design elements of project-based learning (Larmer et al. 2015) for the design of the unit are presented in Table 1. The challenge or the big project for the students was to design a house that had a net-zero energy expenditure, i.e., the amount of energy needed to maintain a certain temperature inside the house was equal or less than the amount of energy generated by the house. Students had to use the CAD tool to complete this challenge. Students had to work with constraints like de- sign only one house, remain within the given budget, have at least one window on each floor, have trees at least two meters away from the house, and have solar panels that should not hang from roof edges. To make sure that students’ had the opportunity to engage in productive discussion and promote collaborative learning, the task had also some ill-defined con- straints. For instance, it should comfortably fit a four-person family (have an approximate building area 100–200 m2 and a height of 6–10 m), should be easy to construct, and should have an attractive exterior (or curb appeal). It was expected that each team discussed and agreed on their definitions and measures for Bcomfortable, Beasy, and Battractive.

參與者和數據收集

一百二十一歲的工科學生在介紹工程設計過程中參加了這項研究。然而，只有90名學生完成了兩折曲重。因為兩者都是必要在設計過程比較學生的前和後的想法，我們只從誰完成了兩個反射的90名學生使用的數據。類的主要指導員（這手稿的第三非盟托爾）除去從反射的識別信息和用於該球隊（例如，成員A，成員B，成員C和構件d）中的每個成員提供一個新的標識符。

結果 (繁體中文) 2:

Feliz cumpleaños

結果 (繁體中文) 3:

設計挑戰
基於項目的學習的設計要素（Larmer等人。2015）機組設計見錶1。學生們面臨的挑戰或大項目是設計一個淨能耗為零的房子，也就是說，保持房子內部一定溫度所需的能量等於或小於房子所產生的能量。學生必須使用CAD工具來完成這項挑戰。學生們不得不在一些限制條件下工作，比如只設計一棟房子，保持在預算之內，每層樓至少有一扇窗戶，離房子至少兩米遠的地方有樹，還有不應該掛在屋頂邊緣的太陽能電池板。為了確保學生有機會進行富有成效的討論和促進協作學習，這項任務也存在一些定義不清的缺陷。例如，它應該舒適地適合一個四人家庭（建築面積約為100-200平方米，高度為6-10米），應該易於建造，並且應該具有吸引人的外觀（或路緣吸引力）。預計每個小組都討論並商定了關於作戰、作戰和作戰的定義和措施。
參與者和數據收集
在工程設計入門課程中，一百二十名一年級工科學生參與了這項研究。然而，只有90名學生完成了這兩個反思。由於兩者都是比較學生對設計過程的前後思考所必需的，我們只使用了90名學生的數據，他們都完成了思考。該班的主要講師（本手稿的第三位作者）從反思中删除了識別資訊，並為團隊的每個成員（如a、B、C和D成員）提供了新的識別字。