Cho, C., & Cottrell, D. S., & Mazze, C., & Dika, S. L. (2012, June), Developing and Implementing Guided Inquiry Modules in a Construction Materials Course  Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21183

\bibitem{asee_peer_21183}
  Cho, C., \& Cottrell, D. S., \& Mazze, C., \& Dika, S. L. (2012, June), \emph{Developing and Implementing Guided Inquiry Modules in a Construction Materials Course}
  Paper presented at 2012 ASEE Annual Conference \& Exposition, San Antonio, Texas.
  10.18260/1-2--21183

Chung-Suk Cho, David S. Cottrell Sr. P.E., Candace Mazze, and Sandra Loree Dika.  "Developing and Implementing Guided Inquiry Modules in a Construction Materials Course".  2012 ASEE Annual Conference & Exposition, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://peer.asee.org/21183 Internet.  14 Dec, 2024

\bibitem{asee_peer_21183}
  Chung-Suk Cho, David S. Cottrell Sr. P.E., Candace Mazze, and Sandra Loree Dika.
  "Developing and Implementing Guided Inquiry Modules in a Construction Materials Course".
  \emph{2012 ASEE Annual Conference \& Exposition, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://peer.asee.org/21183 Internet.  14 Dec, 2024

@INPROCEEDINGS{asee_peer_21183
author = "Chung-Suk Cho, David S. Cottrell Sr. P.E., Candace Mazze, and Sandra Loree Dika"
title = "Developing and Implementing Guided Inquiry Modules in a Construction Materials Course"
booktitle = "2012 ASEE Annual Conference \& Exposition"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/21183}
number = {10.18260/1-2--21183}
}

TY  - CPAPER
AB  -            Developing and Implementing Guided Inquiry Modules in a                        Construction Materials CourseGuided inquiry is an alternative, research-based instructional approach which has receivedincreasing attention from engineering educators in the drive to incorporate active learning intoengineering education. PRIME modules are one example of guided inquiry instruction in theengineering disciplines. While modules on professional ethics have been developed and foundeffective, there is little research on the effectiveness of modules to improve student knowledge incore engineering topics.This paper describes a study of the effects of guided inquiry module instruction on undergraduateconstruction engineering students’ understanding of course concepts and attitudes toward moduleinstruction.Eighty-one students from two sections of the same Construction Materials engineering courseparticipated in the study. Both sections received guided inquiry module instruction (treatment)for three of the six course topics. Participants completed pre- and post-tests for each topic, exams(midterm and final), and a questionnaire to assess attitudes and perceptions.Results of the study show students perceived module instruction to be more effective than thetraditional lecture. Students across both sections indicated that they participated more duringmodule instruction, and that this approach was more effective in encouraging participation, andproviding opportunities for discussion, activities, and teamwork. Additionally, studentsperformed better on certain topic post-tests under the treatment condition.This study contributes to the growing research on the effectiveness of active instructionalapproaches in engineering education to improve student learning gains. Future research shouldconsider instructor teaching style and class composition in the design of experimentalcomparisons.
AU  - Chung-Suk Cho
AU  - David S. Cottrell Sr. P.E.
AU  - Candace Mazze
AU  - Sandra Loree Dika
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - Developing and Implementing Guided Inquiry Modules in a Construction Materials Course
UR  - https://peer.asee.org/21183
DO  - 10.18260/1-2--21183
ER  -