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Can Student Questions Help in Assessing Inductive Techniques in Mechanical Engineering Design Classes?

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Collection

2013 ASEE Annual Conference & Exposition

Location

Atlanta, Georgia

Publication Date

June 23, 2013

Start Date

June 23, 2013

End Date

June 26, 2013

ISSN

2153-5965

Conference Session

Mechanical Engineering (ME) Poster Session

Tagged Division

Mechanical Engineering

Page Count

8

Page Numbers

23.5.1 - 23.5.8

Permanent URL

https://peer.asee.org/19014

Download Count

34

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Paper Authors

biography

Nina Robson California State University, Fullerton, Texas A&M University

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Dr. Nina Robson is an assistant professor in the Mechanical Engineering Department at California State University at Fullerton.

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Abstract

Teaching Theoretical Mechanical Engineering Classes Using Discovery Learning Techniques ME  Interest  Group AbstractDiscovery Learning is an extreme form of inductive teaching where students arepresented with a challenge and left to work out the solution mainly on their own. Theinstructor may provide feedback in response to students’ efforts but offers little direction.This form of inductive teaching has rarely been used in undergraduate classes. There islittle empirical evidence for its effectiveness in that setting.The paper discusses two different challenges, presented in the form of two projects, as apart of the Mechanism and Machine Theory class at University of California, Irvine,using the discovery learning approach. We compare the effectiveness of the discoverylearning approach between the two projects, based on empirical evidence and students’perceptions. In the end, the paper summarizes some of the lessons learned and plans forfuture activities using the discovery teaching/learning approach.  

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