June 23, 2013
June 23, 2013
June 26, 2013
23.133.1 - 23.133.12
ACE: Innovative Educational Model to Teach Physics and Mathematics for Engineering Students Session topic: Innovation and Best Practices Around the GlobeThis paper presents details of an implementation of an innovation in an international context. InMexico we designed a classroom that we call the ACE classroom. ACE comes from Spanish“Aprendizaje Centrado en el Estudiante” (Student-Centered Learning); also the sound of theacronym in Spanish is identical to the verb do, that is, students learn by doing in this classroom.We designed ACE similar to SCALE-UP (Student-Centered Active Learning Environment forUndergraduate Programs) but with some innovations.The structure of the room, the design of materials used and the strategies implemented in ACEaim to improve student learning in physics and math classes for engineering students throughactive learning. Physically, ACE is equipped with circular tables, whiteboards, projectors,document camera, video cameras, portable tablet-computers, calculators, among othertechnologies. The setup of ACE aims to facilitate the teacher access to any part the room, to useof laboratory equipment on the tables and to promote collaborative work and encourage student-centered learning. ACE has been used to teach different subjects. In this paper we will focus onthe teaching of physics, calculus and differential equations for engineering students. In thesesubjects the setup of ACE encourages us to implement teaching and learning strategies that inother classrooms we would not be able to do. Some of the strategies that are used in physics areTutorials for Introductory Physics and Peer Instruction. In mathematics it is generally usedmodeling physical phenomena that cause visualization of mathematics as a tool in the analysis,modeling, and interpretation of non-routine problems in real contexts.We have conducted research on learning concepts and technology, communication and problemsolving skills. The learning of concepts is assessed by a pre and post testing students with astandardized test. Technology skills are evaluated from the analysis of student behavior duringthe activities. Communication skills are assessed by analyzing videos of students’ interactionsduring the classes. Finally problem solving skills are evaluated with established and validatedrubrics. The results are that students in ACE have higher learning gains compared to similarstudents in other environments, and acquired some technology, communication and problemsolving skills.
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