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Students’ Cognitions When Using an Instructional CD For Introductory Thermodynamics

Roman Taraban Arne Weigold

Department of Psychology roman.taraban@ttu.edu arne.weigold@ttu.edu

Edward E. Anderson

Department of Mechanical Engineering ed.anderson@ttu.edu Texas Tech University Lubbock, TX 79409

M. P. Sharma

Department of Chemical and Petroleum Engineering University of Wyoming Laramie, WY 82071-3295 sharma@uwyo.edu

Abstract

We collected “think-aloud” protocols and questionnaire data in order to examine students’ cognitions while using an instructional CD for introductory thermodynamics. Science majors, who had not previously taken a thermodynamics course, worked with the CD, and while doing so, provided spoken comments on what they were doing and thinking. The data were used to evaluate students’ levels of background knowledge, their metacognitive abilities, and the usability of the CD. Furthermore, the students filled out a questionnaire in which they compared using the CD to using a textbook and notes, provided information about the comprehension strategies they used for the CD, textbook, and lecture notes, and made suggestions for improving the CD. Additional data from science students suggests a need to make the CD more effective in engaging metacognitive processing.

Introduction The distribution of course materials in electronic formats is becoming popular as computer use and Internet access become more widespread, and as trends towards Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright ©2005, American Society for Engineering Education

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Weigold, A., & Sharma, M. P., & Anderson, E., & Taraban, R. (2005, June), Students’ Cognitions When Using An Instructional Cd For Introductory Paper presented at 2005 Annual Conference, Portland, Oregon. 10.18260/1-2--15114