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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Engineering Physics and Physics Division (EP2D)

the student,rather on the instructor as the case with the traditional form of leraning [4]. This has brought asignificant improvement during the learning process of many students. Active learning is apedagogical tool that has helped promote ‘students’ cognitive capabilities when it comes tomastery of the content [5]. Meaningful conversations, proper reflection, and content mastery areproducts of this learning mode [6].Experiment-centric-pedagogy (ECP), an instructional technique that facilitates activite learning,offers an alternate route for acquiring technical skills and information both inside and outside ofthe classroom. ECP enabls students with different learning styles to learn at their own pace and intheir own settings. Instructors

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)

theteaching and learning of a physics course through the students' perception. The modifiedILD has the same three stages as the original ILD, with two main differences in whoperforms the experiment and when it is performed. Specifically, the three phases in themodified ILD are 1) predict, 2) experiment (by students working in groups, not theinstructor), and 3) reflect (in groups, not individually). The first phase, prediction, beginswith the analysis of a physical situation in which students have to predict the behavior ofthe situation based on the knowledge imparted in the session by the instructor. This occursat the end of the instructor's exposition. The second phase occurs in the laboratory sectionof the course and relates to students' experience

Conference Session

Engineering Physics and Physics Division (EP2D) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rodrigo Alonso Vergara, Universidad Andres Bello, Chile; Genaro Zavala, Tecnologico de Monterrey, Mexico; Universidad Andres Bello, Chile

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Engineering Physics and Physics Division (EP2D)

questionsFinally, the results of the open-ended questions in the survey will be presented. The firstquestion invited students to leave additional comments about the importance of the coursein an engineering program. Student response to the engineering course reflects a mixture ofappreciation and criticism. On the one hand, some students value the course for developingand expanding their ability to evaluate everyday situations methodically, which contributesto a better adaptation in the workplace, regardless of the direct use of the syllabus learned.However, others express frustration at being unable to understand key concepts, such asvoltage, resistance, impedance, and coil operation, pointing to a disconnect between theresolution of exercises and the

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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Engineering Physics and Physics Division (EP2D)

initiative to comprehend and buildmore in-depth information and skills needed for scientific applications. Hence, an undergraduatecourse should incorporate applied laboratory implementation applications. As such, educators areresponsible for ensuring that students acquire a strong sense of learning motivation and scientificinquiry skills [12]. School laboratories are a crucial part of any STEM education. They enhancestudents’ engagement in a variety of experimental learning skills, such as conception andexperimentation followed by reflection, analysis, and data interpretation. Establishing the worthof the laboratory equipment in the department is crucial before starting a comparison of labmodalities. Topics in the laboratory manual for Introduction

Conference Session

Engineering Physics and Physics Division (EP2D) Technical Session 2

Collection

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)

to create a video presentation knowledge that explains the objective of the project, the proposed solution, and an analysis of the results. Think critically The video should include a comparative and critical analysis of the and reflectively expected results with the theoretical model and the experimental results obtained. Demonstrate Furthermore, the project must be related to the application of physicalEngineering skills concepts in engineering problems.In the laboratory classes, the students were divided into teams of four members. Each teamhad the opportunity to choose a scientific