June 14, 2015
June 14, 2015
June 17, 2015
26.375.1 - 26.375.12
Is Analogy an Effective Pedagogical Strategy for Inquiry-Based Learning?The flipped classroom environment has become increasingly utilized in recent years. In a flippedclassroom, students watch video-recorded lectures at home which frees time to engage them insocially-mediated, active learning in class. Such a flipped class instructional design is based onthe principles that class time should be used to elicit deep thinking and that students learn betterthrough discussion and negotiation with their peers. Thus, appropriate activities focus on themost difficult aspects of learning a subject, such as repairing the robust misconceptions studentsbring with them to class. While there has been attention to mechanics and principles of how todeliver the lecture component asynchronously, less attention has been given to systematicallyexplore the most effective instructional design for the in class activities. This study investigatestwo variations of an activity to repair a robust misconception in heat transfer through an inquiry-based in-class activity. In the direct condition, a direct thought experiment is used while in theanalogy condition, the activity also encompasses the use of analogy.This study focuses on a common, robust misconception within heat transfer, the Rate vs. Amountmisconception (where students conflate the factors that affect amount of energy transferred in agiven physical situation with the factors that affect the rate of transfer). In the direct condition,students were placed in groups and asked to design two experiments, the first of whichconsidered the cooling of a beverage by comparing crushed ice to cubed ice. For eachexperiment, they then worked through a scaffolded set of short answer questions. In the analogycondition, a football stadium analogy is drawn to explain the heat transfer concepts that governthe first experiment from the direct condition. The rate of fans entering is analogous to the rate ofenergy transfer while the amount of fans entered is analogous to the amount of energytransferred. Both core activities were designed to be completed in a 50 minute class section.Students in both conditions were given identical post-class analysis and reflection activities.The participants were enrolled in a junior-level heat transfer class, where the entire cohort mettogether for traditional lecture twice a week (instead of recorded video) and were divided into sixflipped class sections twice a week. During the first week and next to last week of the term, theHeat Transfer Concept Inventory (HECI) was administered to all students in the class. This validand reliable instrument was used to measure learning gains. Four additional items were added tothe HECI to further investigate the students’ conceptions of rate vs. amount. During the thirdweek, the six different class sections were divided evenly between the direct condition and theanalogy condition. The same instructor delivered all the activities. 62 students in the directcondition participated and 68 students in the analogy condition. The Institutional Review Boardapproved the research and participants signed informed consent forms. Preliminary analysissuggests that students in the direct condition had significantly greater learning gains for the ratevs. amount misconception items than in the analogy condition. However, unobserved effectssuch as similarities in problem structure and visual representations provided in the directcondition activities and the HECI may be influencing students’ response to the problems. (Preferregular session).
Koretsky, M., & Mihelic, S. A., & Prince, M. J., & Vigeant, M. A., & Nottis, K. E. K. (2015, June), Comparing Pedagogical Strategies for Inquiry-based Learning Tasks in a Flipped Classroom Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23714
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