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2012

Science and Mathematics Education

Conference

Active learning

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Full-Text Articles in Education

Redesigning And Undergraduate Engineering Course, Elise Barrella Mar 2012

Redesigning And Undergraduate Engineering Course, Elise Barrella

Interdisciplinary STEM Teaching & Learning Conference

The presentation will consist of two parts: (1) description of the introductory engineering course and the experience of using a backwards design approach to create a more learner-centered and active course and (2) group discussion of simple, successful techniques for creating a more learner-centered course. The course was redesigned as part of a preparatory teaching program for graduate students.


A Medley Of Successful Active-Learning Methods, Sarah Formica Mar 2012

A Medley Of Successful Active-Learning Methods, Sarah Formica

Interdisciplinary STEM Teaching & Learning Conference

This workshop will present a medley of active-learning methods that have been implemented successfully in both introductory and upper-level physics courses. The participants will engage in methods that include Just-in-Time Teaching (JiTT), clicker questions, whiteboard activities, and virtual experiments. The workshop will be designed very much like a class that employs these methods, with a pre-workshop online assignment that is due “Just in Time” before the workshop, and whiteboard activities and clicker questions associated with the active-learning methods. The participants will work in teams to develop some JiTT assignments, clicker questions, and whiteboard activities that they could use in their ...


Methodology And/Or Technology: Making Difference In Improving Students' Problem Solving Skills, Zdeslav Hrepic, Katherine Lodder, Kimberly Shaw Mar 2012

Methodology And/Or Technology: Making Difference In Improving Students' Problem Solving Skills, Zdeslav Hrepic, Katherine Lodder, Kimberly Shaw

Interdisciplinary STEM Teaching & Learning Conference

Wirelessly networked, in-class computing opens a wide array of possibilities for active instructional methodologies (Hrepic, Rebello, & Zollman, 2009). Earlier studies showed a substantial potential that the pen input computers combined with interactive software like DyKnow (www.dyknow.com) may have in facilitating students’ problem solving ability. The session has two goals. The first one is to demonstrate the instructor-student classroom interaction dynamics enabled or facilitated by DyKnow software and pen-input computers. The second one is to present selected research findings associated with student learning while using this technology. The most recent of our studies was to isolate the effect of the methodology itself from that of the involved technology for improving student problem solving skills.

References:

Hrepic, Z., Rebello, N. S., & Zollman, D. A. (2009). Remedying Shortcomings of Lecture-Based Physics Instruction Through Pen-Based, Wireless Computing And DyKnow Software. In N. H. Salas & D. D. Peyton (Eds.), Reading: Assessment, Comprehension and Teaching (pp. 97-129): Nova Science Publishers; [reprinted in Journal of Education Research, 3(1/2), 161-190 (2009)].


A Medley Of Successful Active-Learning Methods, Sarah Formica Mar 2012

A Medley Of Successful Active-Learning Methods, Sarah Formica

Interdisciplinary STEM Teaching & Learning Conference

This workshop will present a medley of active-learning methods that have been implemented successfully in physics courses. The participants will engage in methods that include Just-in-Time Teaching, clicker questions, whiteboard activities, and virtual experiments. The workshop goal is to show how these active-learning methods can be applied in a STEM classroom to increase students’ conceptual understanding and problem solving skills.