Brooklyn Technical High School, Brooklyn, New York, New York
October 26, 2018
October 26, 2018
October 27, 2018
Working memory utilization improvement strategies in a flipped class environment, where the lowest cognitive level equals memorization in the Bloom’s taxonomy, have been implemented for helping the learning of physics in engineering and technology ESL students. The transitions to the various upper levels in the Bloom’s taxonomy pyramid, shown in the Vanderbilt flipped class webpage (cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/), have been emphasized with graphical reasoning together with Google Translate technology assisted thinking. The keywords in the Bloom’s taxonomy verb chart in University of Arkansan Innovation and Pedagogy Support webpage (tips.uark.edu/) have been found to be useful for lecture learning and lab report writing as well. The recent discovery that a studied group consisting of physics learning engineering Hispanic students in an urban university would use episodic memory, in addition to the expected use of the semantic memory, has been applied to the teaching of Chinese heritage ESL engineering and technology students in an urban community college in New York City. The assessment results showed an improved working memory utilization when the students were encouraged to use their mother-tongues in recalling the episodic memory. The strategic use of mother-tongue in terms of cognitive offloading and working memory utilization in the learning of physics by engineering and technology ESL students is discussed.
Dehipawala, S., & Cheung, T., & Shekoyan, V. (2018, October), Assessment of working memory utilization improvement strategies for engineering and technology ESL students learning physics Paper presented at 2018 Mid Atlantic Section Fall Meeting, Brooklyn Technical High School, Brooklyn, New York, New York. https://peer.asee.org/31446
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2018 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015