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Preliminary Results From Teaching Students How To Evaluate The Reasonableness Of Results

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2009 Annual Conference & Exposition


Austin, Texas

Publication Date

June 14, 2009

Start Date

June 14, 2009

End Date

June 17, 2009



Conference Session

Best Zone Paper Competition

Tagged Division

Council of Sections

Page Count


Page Numbers

14.969.1 - 14.969.19



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Paper Authors

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James Hanson Rose-Hulman Institute of Technology

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Patrick Brophy Rose-Hulman Institute of Technology

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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

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