Displaying all 10 results
- Conference Session
- Engineering Physics and Physics Division (EP2D) Technical Session 2
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Rodrigo Cutri, Maua Institute of Techonology; AIRTON EIRAS; Octavio Mattasoglio Neto Neto
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- Engineering Physics and Physics Division (EP2D)
/model [Accessed Nov. 29, 2019].[19] Dym, C. L.; et al. Engineering design thinking, teaching, and learning. IEEE EngineeringManagement Review, 34(1), 65-92, 2006.[20] Chan, Cky. "Rubrics for Engineering Education", Engineering Education Enhancementand Research Asia (E3R Asia), 2015. - Available: https://hke3r.cetl.hku.hk/pdf/Rubrics-for-Engineering-Education.pdf [Accessed Dec. 2, 2022].[21] Arribas, E. et al “Development of a laboratory practice for physics introductory coursesusing a rubric for evaluation by competences”, 2019 J. Phys.: Conf. Ser. 1287 012025[22] Cruz, M.L.; Saunders-Smits, G.N.; Groen, P. (2019): Evaluation of competency methodsin engineering education: a systematic review, European - Journal of Engineering Education,DOI
- Conference Session
- Engineering Physics and Physics Division (EP2D) Technical Session 1
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- 2025 ASEE Annual Conference & Exposition
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- Carlo Bato Galicia, Cebu Institute of Technology – University; Justine Carbonilla Mercado
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Paper ID #46046Flipped Classroom Approach in Teaching-Learning Selected Topics of Physicsfor EngineersCarlo Bato Galicia, Cebu Institute of Technology – UniversityJustine Carbonilla Mercado ©American Society for Engineering Education, 2025 Effectiveness of Flipped Classroom Approach (FCA) and Students' Mental Effort in Teaching-Learning Selected Topics of Physics for Engineers AbstractInstructional models, strategies, and approaches play a vital role in the teaching-learning process.The study explored the effectiveness of the Flipped Classroom Approach (FCA) in teaching-learning
- Conference Session
- Pedagogy in Physics Education, Engineering Physics and Physics Division (EP2D) Technical Session 1
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Frank Efe; Antony Kinyua, Morgan State University; Ezana Negusse; Neda Bazyar Shourabi, Pennsylvania State University, Berks ; Pelumi Olaitan Abiodun, Morgan State University; Hannah Abedoh, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University; Arnesto Bowman, Morgan State University
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measures. Here, we present a comparison of the efficacy of a hands-on integratedmode of conducting physics experiments via experiment-centric pedagogy (ECP) with thetraditional laboratory mode (non-ECP) of teaching undergraduate students enrolled in theIntroduction to Physics Experiment. We conclude that these two approaches are complementaryto one another. Undergraduate students who were enrolled in the Introduction to Physicslaboratory practical (N = 30) were a case study to elicit their epistemological beliefs aboutphysics laboratory work and their views on social engagement and academic anxiety. Parametricand nonparametric comparisons of central tendency were employed to measure the meandifferences between students using the ECP mode and non
- Conference Session
- Engineering Physics and Physics Division (EP2D) Technical Session 1
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- CARLOS PINEIDA, Universidad Andres Bello, Chile.; Angeles Dominguez, Tecnologico de Monterrey, Monterrey, Mexico (ITESM); Universidad Andres Bello, Santiago, Chile (UNAB); Genaro Zavala, Tecnologico de Monterrey, Monterrey, Mexico; Universidad Andres Bello, Santiago, Chile
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areas of physics, such aselectromagnetics and modern physics, offering opportunities to design implementations tailoredto the specific needs of each course. The accessibility of free repositories with printable modelsreinforces the feasibility of this strategy to enrich experimental teaching in a sustainable andversatile way.Our findings align with existing concerns about the effectiveness of physics laboratories inpromoting conceptual understanding [1], [2] and [3]. While our results suggest that studentsperceive improvements in data acquisition, further research is needed to assess the impact ofmodel-based reasoning, as explored by others [4].Finally, although the survey revealed some initial difficulty in working with and analyzing thedata
- Conference Session
- Engineering Physics and Physics Division (EP2D) Technical Session 1
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Oluwapemiisin Gbemisola Akingbola, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University; Frank Efe, Morgan State University; Hannah Abedoh, Morgan State University
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practical physics labs, especially in historically black collegesand universities (HBCUs). Also, the difficulty undergraduate students have in making connectionsbetween their theory teachings and their practical exercises, as well as how pertinent these labsessions are to their everyday lives, has led to the conclusion that physics experiments are highlyabstract. This study used low-cost, interactive, code-free, portable technology to improve students’practical experiences and report how these experiments are applied in everyday activities. Thestudy involved 50 STEM students registered for the Introduction to physics laboratory course.According to the students’ feedback and the motivated strategy for learning questionnairesadopted, they were very
- Conference Session
- Engineering Physics and Physics Division (EP2D) Technical Session 2
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Rodrigo Cutri, Maua Institute of Techonology; Octavio Mattasoglio Neto, Instituto Mauá de Tecnologia; Nair Stem, IMT
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ConsiderationsThe immersive video methodology combined with the flipped classroom methodologyproved to be a promising technology from the perspective of increasing students'motivation to read the material before class. The use of this technology allowed forincreased difficulty in performing the experiments, avoiding the so-called “cook recipes”in the laboratory. Regarding performance in solving the post-class exercises, it was foundthat more work is needed with “high-order thinking skills” activities, aiming to furtherdevelop this skill in our students.AcknowledgmentTo the students of the XXXXXXXXX for kindly answering the perceptionquestionnaires. To the teachings of the professors from the graduate program in AppliedComputing to Education and Educational
- Conference Session
- Pedagogy in Physics Education, Engineering Physics and Physics Division (EP2D) Technical Session 1
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Johanna Antonia Perasso, Universidad Andres Bello, Chile; Angeles Dominguez, Tecnológico de Monterrey, Mexico; Universidad Andres Bello, Chile
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- Engineering Physics and Physics Division (EP2D)
mathematics, lack of laboratories in schools, or simply due to the scarcity ofphysics teachers in secondary education [8].In university education, teaching STEM areas implementing active learning strategiesparticularly in the teaching of active learning [9], [10], [11], [12] and [13] has open manyopportunities and offer a variety of classroom dynamics and strategies that transformstudents’ role from passive to active learners. Such is the case of implementing InteractiveLearning Demonstrative methodologies (ILD) introduced by [14] and integrating thelaboratory into physics classes [15] and [16].The reasons for the lack of motivation [6] that primary and secondary students have inlearning physics are difficulty in understanding what they are being
- Conference Session
- Engineering Physics and Physics Division (EP2D) Technical Session 2
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Rodrigo Alonso Vergara, Universidad Andres Bello; Genaro Zavala, Tecnologico de Monterrey, Monterrey, Mexico; Universidad Andres Bello, Santiago, Chile
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Paper ID #48045Aligning Physics Education with Professional Realities: Insights from WorkingStudents in an Online CourseRodrigo Alonso Vergara, Universidad Andres Bello An electronics engineer by profession, he teaches physics and creates content by trade. He lives in Valpara´ıso, Chile.Prof. Genaro Zavala, Tecnologico de Monterrey, Monterrey, Mexico; Universidad Andres Bello, Santiago,Chile Dr. Genaro Zavala is Associate Director of the Research Laboratory at the Institute for the Future of Education, Tecnol´ogico de Monterrey. He collaborates with the School of Engineering of the Universidad Andr´es Bello in Santiago
- Conference Session
- Engineering Physics and Physics Division (EP2D) Technical Session 2
- Collection
- 2025 ASEE Annual Conference & Exposition
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- Taiwo Raphael Feyijimi, University of Georgia; Landon Todd Smith, University of Georgia
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development.Keywords: Spatial Reasoning, Educational Environments, Physics Performance, Self-Efficacy,and STEM1. IntroductionSpatial ability, the capacity to visualize, manipulate, and reason about objects in space, is anessential cognitive skill in engineering and STEM education. These skills underpin critical taskssuch as interpreting blueprints, solving physics problems, and developing innovative solutions tocomplex engineering challenges [1]. Despite their importance, spatial abilities remainunderdeveloped in many educational systems, with significant disparities arising from varyingschool environments, teaching approaches, and students' intrinsic and extrinsic motivationalfactors. While previous research has explored the connections between spatial
- Conference Session
- Engineering Physics and Physics Division (EP2D) Technical Session 2
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Andi Pina, Rochester Institute of Technology; Shams El-Adawy, University of Colorado Boulder; Michael James Verostek Jr, Rochester Institute of Technology; Heather Lewandowski, University of Colorado Boulder; Benjamin M Zwickl, Rochester Institute of Technology
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related to quantum optomechanical sensors, which was followed by a postdoc in physics education research at the University of Colorado Boulder. Since that time, Ben has pursued research on the nature of physics expertise, how expertise is developed, and the relationship between formal education and professional success. This has included research on graduate education, career preparation for optics and quantum jobs, and laboratory education. Ben regularly teaches courses that integrate computation, laboratory work, and projects. ©American Society for Engineering Education, 2025 Investigating Opportunities for Growth and Increased Diversity in Quantum Information Science and