Lin, J., & Romero, M., & Binzley, J., & Zaki, E. A. (2012, June), What is Important in Physics Learning?: Understanding Learning Perspectives and Providing Learning Assistance for Engineering Students  Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--22231

\bibitem{asee_peer_22231}
  Lin, J., \& Romero, M., \& Binzley, J., \& Zaki, E. A. (2012, June), \emph{What is Important in Physics Learning?: Understanding Learning Perspectives and Providing Learning Assistance for Engineering Students}
  Paper presented at 2012 ASEE Annual Conference \& Exposition, San Antonio, Texas.
  10.18260/1-2--22231

Jia-Ling Lin, Manuela Romero, Jennifer Binzley, and Eman A. Zaki.  "What is Important in Physics Learning?: Understanding Learning Perspectives and Providing Learning Assistance for Engineering Students".  2012 ASEE Annual Conference & Exposition, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://peer.asee.org/22231 Internet.  08 May, 2024

\bibitem{asee_peer_22231}
  Jia-Ling Lin, Manuela Romero, Jennifer Binzley, and Eman A. Zaki.
  "What is Important in Physics Learning?: Understanding Learning Perspectives and Providing Learning Assistance for Engineering Students".
  \emph{2012 ASEE Annual Conference \& Exposition, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://peer.asee.org/22231 Internet.  08 May, 2024

@INPROCEEDINGS{asee_peer_22231
author = "Jia-Ling Lin, Manuela Romero, Jennifer Binzley, and Eman A. Zaki"
title = "What is Important in Physics Learning?: Understanding Learning Perspectives and Providing Learning Assistance for Engineering Students"
booktitle = "2012 ASEE Annual Conference \& Exposition"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/22231}
number = {10.18260/1-2--22231}
}

TY  - CPAPER
AB  -   What Is Important in Physics Learning?-Understand Learning Perspectives and             Provide Learning Assistance for Engineering Students        Engineering education for the new century requires focus not only on traditional teachingand learning, but also on developing skills associated with learning to solve real-world problems.This task demands creativity and team work from all engineering educators, both inside andoutside traditional classrooms. This study explores a teaching strategy outside the classroom,Supplemental Instruction and students perceptions of readiness and subsequent course outcomes.         Calculus-based introductory physics courses are known for presenting learningchallenges for engineering students. Learning outcomes of these courses impact subsequentrequired physics courses, particularly for students in chemical, electrical, and nuclearengineering. In 2000, we started the Supplemental Instruction Program (SI, a structuredacademic support program) to assist student learning in these challenging courses. Our previouswork in this area showed that students’ perspectives of the learning environment played a keyrole in fostering effective learning of course material and in promoting a spirit of inquiry. In thisstudy we explore the impact of other factors such as learning goals, study skills, and readiness onstudent outcomes. About a total of 350 students participated in the study. Survey participantswere asked about their perceptions of readiness for learning the material, their study skills andlearning goals. They were also asked to pinpoint specific learning difficulties in areas of mathmodeling, computational skill, and conceptual understanding of physics laws. Initial analysisindicates for example, that students who perceive themselves as ready to learn physics have morepositive outcomes than their peers who do not perceive themselves as being ready. Initialanalysis also indicates that students who were able to identify learning challenges displayedconsistent improvement during the course. This study reinforces our view of the role thatconstructivism, knowledge organization, and metacognition have on learning, and deepens ourunderstanding of why some engineering students struggle in physics classes and how we canprovide assistance to address these issues.References:Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind,experience, and school. Washington, DC: National.Lin, J.-L. & Woolston, D. C. (2008). Important Lessons in Engineering Education Learned fromSeven Years of Experience in Undergraduate Academic Support Programs. Proceedings ofFrontiers in Education, TA3:9-13.Redish, E. F. & Smith, K. A. (2008). Looking beyond Content. Journal of EngineeringEducation, 97(7), 295-307.
AU  - Jia-Ling Lin
AU  - Manuela Romero
AU  - Jennifer Binzley
AU  - Eman A. Zaki
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - What is Important in Physics Learning?: Understanding Learning Perspectives and Providing Learning Assistance for Engineering Students
UR  - https://peer.asee.org/22231
DO  - 10.18260/1-2--22231
ER  -