Washington, District of Columbia
April 6, 2018
April 6, 2018
April 7, 2018
Transferable knowledge in daily examples can be used to teach mechanics in introductory physics in the context of experiential learning. The four City University of New York designated experiential learning actions, namely, to increase knowledge, to develop skills, to clarify values, and to develop individual capacity have been implemented in terms of increasing fact and information processing memory capacity, exercising associative learning from experience, conducting critical thinking in synthesis and evaluation, and engaging causal reasoning with an understanding of a mechanism based on analysis such as graphical solutions. Asking a STEM student to create a numerical example when given a verbal description of a physical event and the reverse strategy of asking a student to provide a written description for a slight modification of a computation could be used to assess the feedback inquiry capability in the development of an innovative mindset. Physics experiential learning examples are presented.
Dehipawala, S., & Shekoyan, V., & Cheung, T. (2018, April), An experiential learning strategy in introductory mechanics using transferrable knowledge from daily examples and feedback inquiry in the development of an innovative mindset Paper presented at 2018 ASEE Mid-Atlantic Section Spring Conference, Washington, District of Columbia. https://peer.asee.org/29453
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