Kim, H., & Charoenphol, P. (2022, August), Impact of In-Class Demonstration on Student Performance in an Introductory Thermodynamics Course  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40790

\bibitem{asee_peer_40790}
  Kim, H., \& Charoenphol, P. (2022, August), \emph{Impact of In-Class Demonstration on Student Performance in an Introductory Thermodynamics Course}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--40790

Haejune Kim and Phapanin Charoenphol.  "Impact of In-Class Demonstration on Student Performance in an Introductory Thermodynamics Course".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/40790 Internet.  01 Jun, 2024

\bibitem{asee_peer_40790}
  Haejune Kim and Phapanin Charoenphol.
  "Impact of In-Class Demonstration on Student Performance in an Introductory Thermodynamics Course".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/40790 Internet.  01 Jun, 2024

@INPROCEEDINGS{asee_peer_40790
author = "Haejune Kim and Phapanin Charoenphol"
title = "Impact of In-Class Demonstration on Student Performance in an Introductory Thermodynamics Course"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/40790}
number = {10.18260/1-2--40790}
}

TY  - CPAPER
AB  - The traditional lecture-oriented classroom has shown poor student knowledge retention and engagement, especially in a large classroom setting. An in-class demonstration is widely recognized as an effective method to engage students in the subject matter. This study examined how in-class demonstrations play a role in students’ learning of undergraduate thermodynamics courses in mechanical engineering. Three demonstrations covering topics of energy conservation, property evaluation, and entropy were presented to a class. The modules were designed to demonstrate real-life examples for each course topic to promote student learning and engagement. After the demonstration, students were asked to discuss the topic as a group. The discussion questionnaires were developed to initiate discussions among students and help students gain conceptual understandings, reinforce ideas, and encourage students to think about various thermodynamics concepts creatively through real-world applications. After the group discussion, students’ understanding was evaluated using several formative assessments. This study demonstrated that the in-class demonstrations significantly improved student performance for closed-book assessments. However, when the assessments were open-book, the in-class demonstration had no significant effect on the students’ performance regardless of the type of questions, e.g., multiple-choice, true or false, and fill-in-the-blank. Overall, students expressed positive learning experiences with the in-class demonstrations and indicated a need for similar demonstrations in other courses. 
AU  - Haejune Kim
AU  - Phapanin Charoenphol
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Impact of In-Class Demonstration on Student Performance in an Introductory Thermodynamics Course
UR  - https://peer.asee.org/40790
DO  - 10.18260/1-2--40790
ER  -