Robson, N. (2013, June),  Can Student Questions Help in Assessing Inductive Techniques in Mechanical Engineering Design Classes?  Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19014

\bibitem{asee_peer_19014}
  Robson, N. (2013, June), \emph{ Can Student Questions Help in Assessing Inductive Techniques in Mechanical Engineering Design Classes?}
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--19014

Nina Robson.  " Can Student Questions Help in Assessing Inductive Techniques in Mechanical Engineering Design Classes?".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/19014 Internet.  24 Apr, 2024

\bibitem{asee_peer_19014}
  Nina Robson.
  " Can Student Questions Help in Assessing Inductive Techniques in Mechanical Engineering Design Classes?".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/19014 Internet.  24 Apr, 2024

@INPROCEEDINGS{asee_peer_19014
author = "Nina Robson"
title = " Can Student Questions Help in Assessing Inductive Techniques in Mechanical Engineering Design Classes?"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/19014}
number = {10.18260/1-2--19014}
}

TY  - CPAPER
AB  -        Teaching Theoretical Mechanical Engineering Classes Using Discovery Learning                                       Techniques                                      ME  Interest  Group                                          AbstractDiscovery Learning is an extreme form of inductive teaching where students arepresented with a challenge and left to work out the solution mainly on their own. Theinstructor may provide feedback in response to students’ efforts but offers little direction.This form of inductive teaching has rarely been used in undergraduate classes. There islittle empirical evidence for its effectiveness in that setting.The paper discusses two different challenges, presented in the form of two projects, as apart of the Mechanism and Machine Theory class at University of California, Irvine,using the discovery learning approach. We compare the effectiveness of the discoverylearning approach between the two projects, based on empirical evidence and students’perceptions. In the end, the paper summarizes some of the lessons learned and plans forfuture activities using the discovery teaching/learning approach.  
AU  - Nina Robson
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  -  Can Student Questions Help in Assessing Inductive Techniques in Mechanical Engineering Design Classes?
UR  - https://peer.asee.org/19014
DO  - 10.18260/1-2--19014
ER  -