Indianapolis, Indiana
June 15, 2014
June 15, 2014
June 18, 2014
2153-5965
Division Experimentation & Lab-Oriented Studies
NSF Grantees Poster Session
4
24.366.1 - 24.366.4
10.18260/1-2--20257
https://peer.asee.org/20257
369
Dr. Nottis is an Educational Psychologist and Professor of Education at Bucknell University. Her research has focused on meaningful learning in science and engineering education, approached from the perspective of Human Constructivism. She has authored several publications and given numerous presentations on the generation of analogies, misconceptions, and facilitating learning in science and engineering education. She has been involved in collaborative research projects focused on conceptual learning in chemistry, chemical engineering, seismology, and astronomy.
Milo Koretsky is a Professor of Chemical Engineering at Oregon State University. He received his B.S. and M.S. degrees from UC San Diego and his Ph.D. from UC Berkeley, all in Chemical Engineering. He currently has research activity in areas related engineering education and is interested in integrating technology into effective educational practices and in promoting the use of higher-level cognitive skills in engineering problem solving. His research interests particularly focus on what prevents students from being able to integrate and extend the knowledge developed in specific courses in the core curriculum to the more complex, authentic problems and projects they face as professionals. Dr. Koretsky is one of the founding members of the Center for Lifelong STEM Education Research at OSU.
Standard lecture-‐based educational approaches are of limited effectiveness in repair of students’ misconceptions as much as it does at improving students’ computational abilities. Educational efforts to improve conceptual learning using approaches such as inquiry-‐based activities have been effective, but have not been widely adopted by engineering educators. The goal of this work is three-‐fold: First, we will re-‐create our inquiry-‐based activities for heat transfer by specifically modifying them in ways that make them easier for faculty to implement in the classroom; Second, we will measure the effectiveness of these modified activities as they are implemented by our partner institutions; Third, we will provide both the full menu of activities and the effectiveness data to faculty broadly and monitor the adoption “in the wild”. We have completed year one of this project, in which we surveyed faculty on the ways in which they found the original activities challenging to implement. The original activities rely largely on student experiment, and faculty comments discussed how money, space, and time all constrained their ability to assign experiments to small groups of students. Based on this feedback, we have produced four new variations on the inquiry based activities. These involve: a) replacing the students’ experiments with simulations; b) replacing the students’ experiments with the students observing the experiment as an in-‐class demonstration; c) the students’ watching the simulation as an in-‐class demonstration and d) replacing both simulation and experiment with an in-‐class thought experiment. These variations will be tested in different institutions over the course of the coming academic year.
Vigeant, M. A., & Prince, M. J., & Nottis, K. E. K., & Koretsky, M. (2014, June), Design for Impact: Reimagining Inquiry-Based Activities for Effectiveness and Ease of Faculty Adoption Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20257
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