Preliminary Results From Teaching Students How To Evaluate The Reasonableness Of Results
- Conference
- Location
-
Austin, Texas
- Publication Date
-
June 14, 2009
- Start Date
-
June 14, 2009
- End Date
-
June 17, 2009
- ISSN
-
2153-5965
- Conference Session
- Tagged Division
-
Council of Sections
- Page Count
-
19
- Page Numbers
-
14.969.1 - 14.969.19
- DOI
-
10.18260/1-2--15626
- Permanent URL
-
https://peer.asee.org/15626
- Download Count
-
622
Paper Authors
James Hanson Rose-Hulman Institute of Technology
Patrick Brophy Rose-Hulman Institute of Technology
Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract
Preliminary Results from Teaching Students How to Evaluate the Reasonableness of Results James Hanson, Rose-Hulman Institute of Technology Patrick D. Brophy, Ph.D., Rose-Hulman Institute of Technology
Abstract For the past two years, the authors have combined training on metacognition with skills identified by practitioners to teach undergraduate civil engineering students how to evaluate the reasonableness of structural analysis results. Metacognition is a sequence of steps followed by a person to monito practitioner skills taught fall into three categories: fundamental principles, approximations, and features of the solution. When combined, the training has resulted in a measurable increase in student ability to evaluate the reasonableness of results. This paper summarizes how the training was incorporated in the classroom and homework assignments. Results from surveys, observations from interviews, and exam scores are presented to show the effect of the training on attitude, behavior and cognition. The paper concludes with suggestions on how the training might be applied in other fields of engineering.
Key Words Education Methods, Innovative Teaching Methods
Hanson, J., & Brophy, P. (2009, June), Preliminary Results From Teaching Students How To Evaluate The Reasonableness Of Results Paper presented at 2009 Annual Conference & Exposition, Austin, Texas. 10.18260/1-2--15626
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2009 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015