Preliminary Results From Teaching Students How To Evaluate The Reasonableness Of Results
- Conference
- Location
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Austin, Texas
- Publication Date
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June 14, 2009
- Start Date
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June 14, 2009
- End Date
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June 17, 2009
- ISSN
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2153-5965
- Conference Session
- Tagged Division
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Council of Sections
- Page Count
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19
- Page Numbers
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14.969.1 - 14.969.19
- DOI
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10.18260/1-2--15626
- Permanent URL
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https://peer.asee.org/15626
- Download Count
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586
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
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