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Board 13: The Effects of Frequent, Multimodal Questioning to Drive Lecture: A Positive Case for IRE Student-Instructor Interactions

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Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

October 19, 2019

Conference Session

Chemical Engineering Division Poster Session

Tagged Division

Chemical Engineering

Page Count

5

DOI

10.18260/1-2--32232

Permanent URL

https://peer.asee.org/32232

Download Count

241

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Paper Authors

biography

Robert Gammon-Pitman Ohio State University Orcid 16x16 orcid.org/0000-0001-6558-3161

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PhD student studying STEM education with a focus in engineering education. I am an engineering educator determined to improve the student learning via professional development, outreach, and community development.

LinkedIn URL Below
https://www.linkedin.com/in/robert-gammon-pitman-5888152b

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biography

Paul E. Post Ohio State University

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Ph.D. in Industrial Technology, Purdue University
M.S. in Industrial Education, Purdue University
B.S. in Industrial Arts Education, Pennsylvania State University

OSU faculty member since 1984
Currently in the STEM education program

2013 International Technology and Engineering Educators Association Conference Co-Chair

Currently Executive Director and a Past-President of the Ohio Technology and Engineering Educators Association

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biography

Lin Ding

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Lin Ding, Ph.D., is an associate professor in the Department of Teaching and Learning at The Ohio State University. Dr. Ding’s scholarly interests lie in discipline-based STEM education research. His work includes theoretical and empirical investigations of student content learning, problem solving, reasoning skills, and epistemological development. Dr. Ding specializes in research-based assessment development and focuses primarily on the quantitative research paradigm. He has published numerous high-impact journal articles, book chapters, and research proceedings papers. In addition, Dr. Ding has been leading multiple federal and state projects sponsored by the National Science Foundation (NSF) and the Ohio Department of Education. Also, he frequently serves as an invited editorial board member, referee or panelist for various international journals, funding agencies, and professional associations.

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Abstract

What are effective teaching techniques? This question is commonly investigated and sought by teachers and educational researchers to improve student learning. One of the most common ways teachers promote student thinking for learning is by asking students questions. A recognized distinguished teacher’s classroom was chosen for the study presuming their instruction is admirable or special in traditionally taught engineering course. The purpose of the study was to uncover what makes this course special assimilating instructional strategies which drive learning in cognitive and knowledge dimensions. The student-instructor interactions are frequently question-driven with convergent answers varying in difficultly requiring factual, conceptual and procedural knowledge dimensions for solving problems in an introductory to engineering course. This study applies concurrent mixed methods consisting of class observations, question categorization, semi-structured interviews, and surveys. Although data collection is ongoing, the preliminary results suggest the instructor facilitates student learning class by diverse instructional strategies and questioning techniques across multiple mediums through PowerPoint, TopHat, worksheets, example problems and group work. Course instruction is frequently driven by problem statements and instructor posed questions providing students several learning opportunities that appeal to varying student learning preferences. The misleadingly labeled lecture sessions are more than traditional instruction, consisting of dynamic bidirectional feedback via student-instructor interactions. The corrective feedback accompanied by the student-instructor exchanges exemplify Initiate-Response-Evaluation (IRE)-like interactions to actively engage students. These observed instructional practices ascertain a positive case for IRE questioning in introductory engineering contexts contradicting previous education literature reporting IRE questioning to be ineffective. It is extrapolated that the IRE interactions and varying instructional practices aid students in learning problem solving skills to convergently construct knowledge. The anticipated survey and interview results categorize the students’ perceptions on difficulty in responding to questions across multiple mediums which are concurrently utilized by the instructor to evaluate student learning and tailor future instruction increasing student achievement. The instructor’s questions across multiple mediums as well as both cognitive and knowledge dimensions develop students’ technical competency while improving their problem-solving skills via systematic problem solving strategies. These findings would demonstrate effective student-instructor interactions which guide students to think like an engineer.

Gammon-Pitman, R., & Post, P. E., & Ding, L. (2019, June), Board 13: The Effects of Frequent, Multimodal Questioning to Drive Lecture: A Positive Case for IRE Student-Instructor Interactions Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32232

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