June 26, 2011
June 26, 2011
June 29, 2011
22.1005.1 - 22.1005.16
Learning in Laboratory Compliments to Lecture Courses via Student Designed and Implemented Experiments [Mechanical Engineering Division]Educators and engineering educators in particular work towards equipping their students with theability to adapt their knowledge to problem solving situations. Two basic questions that linger inengineering educators minds are: will my students acquire process skills – a knowledge of how to employ factual knowledge in practice will my students acquire epistemological skills – knowing the validity of the knowledge one has and ability to construct new knowledge in situation which the answer is not immediately knownThese questions have been raised by different generations. Aristotle stated “activity in a certainthing gives a man that character … dispositions are attained through actually doing things”. Is itjust doing things? The authors wanted to investigate how “open” exercises (a unique approachto learning aided students to cement their knowledge) in Thermodynamics, Fluid Mechanics, andHeat Transfer. A Thermo-fluids laboratory course required for Junior and Senior Aerospace andMechanical Engineering students was selected for this study. At the completion of each of thetwo semesters that data was gathered, students were asked to provide their views of the rigor ofthe course and its impact on their learning experience. Results indicate student perceptions oflearning concepts through their own designed and implemented experiments within givenconstraints.
Mativo, J. M., & Smith, N. (2011, June), Learning in Laboratory Compliments to Lecture Courses via Student Designed and Implemented Experiments Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. https://peer.asee.org/18264
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