Mark S. Holstrom’s research while affiliated with Purdue University West Lafayette and other places

In the context of engineering design of energy-efficient homes, effective decision-making involves integrating energy science and economic considerations. When faced with the complexity of ill-defined problems, engineering students often rely on trial and error rather than leveraging scientific knowledge. This study examines the educational impact of an Argumentation Framework, guiding students to apply scientific knowledge in design decisions critically. The evidence-based practice manuscript introduces a lesson design in engineering education to analyze and improve educational strategies, reflective practices, and instructional materials. This study outlines a lesson design utilizing the Argumentation Framework to support first-year engineering students in overcoming conceptual challenges while developing engineering projects. This approach was implemented in an Engineering Technology undergraduate course at a Midwestern university, whose curriculum covered foundational topics in Energy Science. The task involved designing a zero-energy home using Aladdin software, as an integrated CAD/CAE platform for design and simulation. Students documented their analysis, inferences, and decisions in a design journal with columns for factor, claim, evidence, and reasoning. Hence, this study explored how students integrate science knowledge and economic considerations in decision-making during an engineering project development, part of the lesson design. Engineering students enrich from applying theoretical knowledge in practical design. This study introduces the Argumentation Framework involved in a lesson design approach, for first-year engineering undergraduate students, fostering critical thinking and practical application of theoretical knowledge in practical design. Emphasizing evidence-backed claims enables students to articulate compelling arguments, enhancing effectiveness in real-world applications. Sankey and Radar charts support these claims, facilitating reflection on how science knowledge guides energy-efficient home design and analyzing emerging trends in economic decision-making and energy science within students' designs.

Analyzing the integration of scientific knowledge to guide decision-making processes supporting design challenges in engineering education is critical. However, effectively engaging in informed design decision-making processes is challenging, particularly in the context of online education. Simulation-based learning can bring authentic design practices to online education, but effective guidance and scaffolding must be provided to learners. Therefore, this research investigates the implications of integrating simulation-based learning with an argumentation framework to guide students in incorporating scientific knowledge into their design decisions, particularly in designing energy-efficient housing. This study took place during online learning due to the COVID-19 pandemic and was implemented within a first-year engineering technology undergraduate course. It aimed to analyze students’ decision-making processes when designing a zero-energy home for a Midwestern city using Aladdin, an integrated CAD/CAE platform that can be used to design a structure and simulate its function within a single system. This study investigates how students informed their decision-making processes in design for energy-efficient homes and the recurring trends in students’ designs related to economic decision making and energy science. The overall results show how cost constraints significantly influenced students’ observation and argumentation processes during their design challenge, highlighting the pivotal role of economic considerations in shaping their decision making. Moreover, the findings underscore the importance of holistic approaches in providing insights into teaching strategies for online learning, particularly in navigating the intersection of scientific and economic factors in design challenges.