Condoor, S., & Weber, R. (2001, June), Inquiry-Based Student Learning  Paper presented at 2001 Annual Conference, Albuquerque, New Mexico. 10.18260/1-2--9396

\bibitem{asee_peer_9396}
  Condoor, S., \& Weber, R. (2001, June), \emph{Inquiry-Based Student Learning}
  Paper presented at 2001 Annual Conference, Albuquerque, New Mexico.
  10.18260/1-2--9396

Sridhar Condoor and Richard Weber.  "Inquiry-Based Student Learning".  2001 Annual Conference, Albuquerque, New Mexico, 2001, June.  ASEE Conferences, 2001.  https://peer.asee.org/9396 Internet.  15 Dec, 2024

\bibitem{asee_peer_9396}
  Sridhar Condoor and Richard Weber.
  "Inquiry-Based Student Learning".
  \emph{2001 Annual Conference, Albuquerque, New Mexico, 2001, June}.
  ASEE Conferences, 2001.
  https://peer.asee.org/9396 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_9396
author = "Sridhar Condoor and Richard Weber"
title = "Inquiry-Based Student Learning"
booktitle = "2001 Annual Conference"
year = "2001"
month = "June"
address = "Albuquerque, New Mexico"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/9396}
number = {10.18260/1-2--9396}
}

TY  - CPAPER
AB  - In the traditional engineering curriculum, students are presented with and tested on factual knowledge. Very little emphasis is placed on their thought process, which is more important as it can lead to inventions and innovations. This attitude is reflected in the common answer “I don’t know” from the students who do not spend any effort or time to think. The engineering programs at St. Louis and Fairfield Universities have the common objective: Enable the development of conceptual engineering reasoning abilities. In other words, our goal is plant the seeds of reasoning that develop the student’s intellectual independence.
We adopted a teaching model, which involves developing an appreciation for the design process and the functionality. Students developed thinking skills though cognitive inquiry based on “Identify an interesting configuration – Understand the core concept/functionality – Observe similar configurations.” After this exercise, students understand the concept, identify new situations and apply the concept. The students can then observe new everyday things in their environment and create a library of possible innovative ideas. The paper describes a teaching model with several illustrative examples. The examples cover a wide range of topics from engineering concepts to design. Also, included are case studies with our students dealing with cognitive inquiry of objects based on concepts and functionality.
AU  - Sridhar Condoor
AU  - Richard Weber
CY  - Albuquerque, New Mexico
DA  - 2001/06/24
PB  - ASEE Conferences
TI  - Inquiry-Based Student Learning
UR  - https://peer.asee.org/9396
DO  - 10.18260/1-2--9396
ER  -