Lape, N. K. (2011, June), Tiered Scaffolding of Problem-Based Learning Techniques in a Thermodynamics Course  Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18365

\bibitem{asee_peer_18365}
  Lape, N. K. (2011, June), \emph{Tiered Scaffolding of Problem-Based Learning Techniques in a Thermodynamics Course}
  Paper presented at 2011 ASEE Annual Conference \& Exposition, Vancouver, BC.
  10.18260/1-2--18365

Nancy K. Lape.  "Tiered Scaffolding of Problem-Based Learning Techniques in a Thermodynamics Course".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/18365 Internet.  08 May, 2024

\bibitem{asee_peer_18365}
  Nancy K. Lape.
  "Tiered Scaffolding of Problem-Based Learning Techniques in a Thermodynamics Course".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/18365 Internet.  08 May, 2024

@INPROCEEDINGS{asee_peer_18365
author = "Nancy K. Lape"
title = "Tiered Scaffolding of Problem-Based Learning Techniques in a Thermodynamics Course"
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/18365}
number = {10.18260/1-2--18365}
}

TY  - CPAPER
AB  -  Tiered Scaffolding of Problem-Based Learning Techniques in a Thermodynamics                                    CourseProblem-Based Learning (PBL) holds the promise of training students to tackle ill-defined, ill-structured problems and enhance transference of student knowledge fromtypical classroom activities to real-world design and analysis. However, some educationalresearchers (e.g. Sweller et al.) contend that minimal guidance techniques such as PBLfail to account for “human cognitive architecture” and produce exceedingly highcognitive loads, resulting in less learning than guided instruction. This paper addressesthe gap between high-level, high cognitive load PBL techniques by presenting a tieredscaffolding approach ranging from highly guided to entirely un-formed (student-formed)problems in a Thermodynamics course. This approach includes short, structured in-classproblems, a version of Challenge-Based Instruction (CBI) carried out as ill-structuredproblems in class, and student-developed Thermodynamic Inquiry Projects carried outoutside of class time. In addition to details of the approach, data on pre/post testassessments and student surveys will be presented.
AU  - Nancy K. Lape
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Tiered Scaffolding of Problem-Based Learning Techniques in a Thermodynamics Course
UR  - https://peer.asee.org/18365
DO  - 10.18260/1-2--18365
ER  -