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Students’ Perception of Teaching Practice in an Active Learning Environment

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Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

Engineering Physics and Physics Division Technical Session 3

Tagged Division

Engineering Physics and Physics

Tagged Topic

Diversity

Page Count

10

DOI

10.18260/1-2--33315

Permanent URL

https://peer.asee.org/33315

Download Count

177

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Paper Authors

biography

Angeles Dominguez Tecnologico de Monterrey, Monterrey, Mexico and Universidad Andres Bello, Santiago, Chile Orcid 16x16 orcid.org/0000-0001-6066-355X

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Angeles Dominguez is a Professor of the Department of Mathematics within the School of Engineering, a researcher at the School of Education, and Associate Dean of Faculty Development at the School of Medicine and Health Sciences at the Tecnologico de Monterrey, Mexico. Also, she is currently collaborating with the School of Engineering at the University Andres Bello at Santiago, Chile. Angeles holds a bachelor degree in Physics Engineering from Tecnologico de Monterrey and a doctoral degree in Mathematics Education from Syracuse University, NY. Dr. Dominguez is a member of the Researchers’ National System in Mexico (SNI-1) and has been a visiting researcher at Syracuse University, at UT-Austin and at Universidad Andres Bello. She teaches undergraduate courses in Mathematics, graduate courses in Education, and is a thesis advisor on the master and doctoral programs on education at the Tecnologico de Monterrey. Her main research areas are: faculty development, teaching methods, and gender issues in STEM education.

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biography

Genaro Zavala Tecnologico de Monterrey, Monterrey, Mexico and Universidad Andres Bello, Santiago, Chile Orcid 16x16 orcid.org/0000-0001-5880-1124

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Genaro Zavala is a Full Professor and Director of Undergraduate Studies of the School of Engineering and Sciences at Tecnologico de Monterrey. Professor Zavala is National Researcher Level 1 of the National System of Researchers of Mexico and leads the Physics Education Research and Innovation Group. He works with the following research lines: conceptual understanding of students on subjects of physics, transfer of understanding between the different areas of knowledge, use of technology in learning, the impact of using innovative learning environments and development of assessment tools. He has 92 articles in refereed journals and conferences, over 680 citations according to Scopus, 6 books, 14 book chapters, 142 national and international presentations in countries like Korea, Denmark, Hungary, Cuba, United States, Chile, Ecuador, Uruguay, Colombia and Argentina and 29 international workshops in Mexico, Chile, Argentina and Italy. Genaro Zavala was appointed to the editorial board of the Physical Review Special Topics-Physics Education Research journal of the American Physical Society for the period 2015 to 2018, vice president of the Latin American Physics Education Network (LAPEN) for the period 2013-2015 and is currently the coordinator of the Topical Group: Evaluation of Learning and Instruction of the International Group for Research and Teaching of Physics (GIREP by its French acronym). Dr. Zavala is a member of the American Association of Physics Teachers (AAPT) where he was vice president candidate, a member of the Committee on Research in Physics Education (RIPE) a member and chair of the International Education Committee and elected member of Leadership Organizing Physics Education Research Council (PERLOC ) in the period 2015-2018.

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Abstract

Physics Education Research has been very active since the late 70’s trying to reduce the gap between what the instructor teaches and what the students learn. One of the most important results of that research is the design of educational strategies and materials that help instructors with their teaching. It has been proved that using research-based instructional strategies in which students participate in an active way; students learn better than that of those taught in a traditional setting. Based on the Teaching Practices Inventory, we designed a survey for physics engineering students in an active learning environment to gauge what, in their perspective, is important for their comprehension. The results indicate that what instructors know is essential for students’ learning is not always the same as what students believe is important for their learning.

Dominguez, A., & Zavala, G. (2019, June), Students’ Perception of Teaching Practice in an Active Learning Environment Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33315

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