The Experts below are selected from a list of 275460 Experts worldwide ranked by ideXlab platform
Stephanie Firebaugh - One of the best experts on this subject based on the ideXlab platform.
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Case-based instruction: Improving students' Conceptual Understanding through cases in a mechanical engineering course
Journal of Research in Science Teaching, 2014Co-Authors: Aman Yadav, Megan Vinh, Peter Meckl, Gregory M. Shaver, Stephanie FirebaughAbstract:Recently, there has been a push within engineering curricula to adopt more learner-centered pedagogies, such as case-based instruction. Case-based instruction has been hypothesized to make the curriculum more relevant and motivating for students by pushing them to integrate the concepts they have learned with other experiences. The current study examined the influence of case-based instruction when compared to traditional lecture-based instruction within a mechanical engineering course on student performance in terms of learning, Conceptual Understanding, and student perceptions towards the two approaches. Seventy students from one systems course in a mechanical engineering program participated in this study. The study utilized within subjects posttest only experimental research design to assess student learning and engagement from cases. Participants completed posttests and a survey. We found that students' Conceptual Understanding was significantly higher when learning from case-based instruction as compared to traditional lecture. Additionally, the survey results exhibited that cases allowed for significantly more engagement and connections to the real world. However, students reported that cases were not better in improving their learning. Given limited research on the effectiveness of case-based instruction in engineering, this study provides empirical support for the use of cases in engineering. We also argue that student perceptions are not accurate predictors for their actual learning outcomes. Implications for engineering educators and directions for future research are offered. © 2014 Wiley Periodicals, Inc. J Res Sci Teach 9999: 1-19, 2014
Aman Yadav - One of the best experts on this subject based on the ideXlab platform.
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Case-based instruction: Improving students' Conceptual Understanding through cases in a mechanical engineering course
Journal of Research in Science Teaching, 2014Co-Authors: Aman Yadav, Megan Vinh, Peter Meckl, Gregory M. Shaver, Stephanie FirebaughAbstract:Recently, there has been a push within engineering curricula to adopt more learner-centered pedagogies, such as case-based instruction. Case-based instruction has been hypothesized to make the curriculum more relevant and motivating for students by pushing them to integrate the concepts they have learned with other experiences. The current study examined the influence of case-based instruction when compared to traditional lecture-based instruction within a mechanical engineering course on student performance in terms of learning, Conceptual Understanding, and student perceptions towards the two approaches. Seventy students from one systems course in a mechanical engineering program participated in this study. The study utilized within subjects posttest only experimental research design to assess student learning and engagement from cases. Participants completed posttests and a survey. We found that students' Conceptual Understanding was significantly higher when learning from case-based instruction as compared to traditional lecture. Additionally, the survey results exhibited that cases allowed for significantly more engagement and connections to the real world. However, students reported that cases were not better in improving their learning. Given limited research on the effectiveness of case-based instruction in engineering, this study provides empirical support for the use of cases in engineering. We also argue that student perceptions are not accurate predictors for their actual learning outcomes. Implications for engineering educators and directions for future research are offered. © 2014 Wiley Periodicals, Inc. J Res Sci Teach 9999: 1-19, 2014
James M Nyachwaya - One of the best experts on this subject based on the ideXlab platform.
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general chemistry students Conceptual Understanding and language fluency acid base neutralization and conductometry
Chemistry Education Research and Practice, 2016Co-Authors: James M NyachwayaAbstract:The objective of this study was to examine college general chemistry students' Conceptual Understanding and language fluency in the context of the topic of acids and bases. 115 students worked in groups of 2–4 to complete an activity on conductometry, where they were given a scenario in which a titration of sodium hydroxide solution and dilute hydrochloric acid was tracked by measuring electrical conductivity. Students were asked to write a balanced equation for the reaction, provide a particulate level drawing of the reactants and products, write a net ionic equation for the reaction, predict how electrical conductivity would change with the addition of sodium hydroxide to the acid, provide a sketch of their prediction, and explain their sketch. As students worked on the activity, conversations in their groups were audio recorded. Their written responses and audio conversations were analyzed to decipher Conceptual Understanding and language fluency. Results showed widespread lack of Conceptual Understanding as well as a lack of language fluency. Students struggled with very basic ideas regarding acid–base chemistry, such as identifying the right species involved in the neutralization reaction, and providing symbolic and sub-microscopic representations (an aspect of the language of chemistry) of the acid–base reaction. Most students could not accurately predict how electrical conductivity would change as the neutralization reaction progressed. None of the groups provided an accurate sketch depicting the trend of electrical conductivity. Most of the groups did not correctly apply acid–base neutralization ideas to the context of conductometry, indicating that students were not able to transfer knowledge of acid–base neutralization to this new context.
Mehmet Sahin - One of the best experts on this subject based on the ideXlab platform.
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effects of problem based learning on university students epistemological beliefs about physics and physics learning and Conceptual Understanding of newtonian mechanics
Journal of Science Education and Technology, 2010Co-Authors: Mehmet SahinAbstract:This study investigated the effects of problem-based learning on students’ beliefs about physics and physics learning and Conceptual Understanding of Newtonian mechanics. The study further examines the relationship between students’ beliefs about physics and their Conceptual Understanding of mechanics concepts. Participants were 124 Turkish university students (PBL = 55, traditional = 69) enrolled in a calculus-based introductory physics class. Students’ beliefs about physics and physics learning and their physics Conceptual Understanding were measured with the Colorado Learning Attitudes about Science Survey (CLASS) and the Force Concept Inventory (FCI), respectively. Repeated measures analysis of variance of how PBL influence beliefs and Conceptual Understanding were performed. The PBL group showed significantly higher Conceptual learning gains in FCI than the traditional group. PBL approach showed no influence on students’ beliefs about physics; both groups displayed similar beliefs. A significant positive correlation was found between beliefs and Conceptual Understanding. Students with more expert-like beliefs at the beginning of the semester were more likely to obtain higher Conceptual Understanding scores at the end of the semester. Suggestions are presented regarding the implementation of the PBL approach.
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the impact of problem based learning on engineering students beliefs about physics and Conceptual Understanding of energy and momentum
European Journal of Engineering Education, 2010Co-Authors: Mehmet SahinAbstract:The purpose of this paper is to investigate the impact of problem-based learning (PBL) on freshmen engineering students’ beliefs about physics and physics learning (referred to as epistemological beliefs) and Conceptual Understanding of physics. The multiple-choice test of energy and momentum concepts and the Colorado learning attitudes about science survey were used to collect the data. The sample consisted of 142 students enrolled in the PBL and traditional lecture classes in the engineering faculty of a state university in Turkey. The analyses showed that the PBL group obtained significantly higher Conceptual learning gains than the traditional group and the change (improvement) in the PBL group students’ beliefs from the pre- to post test were significantly larger than that of the traditional group. The results revealed that beliefs were correlated with Conceptual Understanding. Suggestions are presented regarding the implementation of the PBL approach.
Dimitris Psillos - One of the best experts on this subject based on the ideXlab platform.
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enhancing student teachers epistemological beliefs about models and Conceptual Understanding through a model based inquiry process
International Journal of Science Education, 2016Co-Authors: Ioannis Soulios, Dimitris PsillosAbstract:ABSTRACTIn this study we present the structure and implementation of a model-based inquiry teaching–learning sequence (TLS) integrating expressive, experimental and exploratory modelling pedagogies in a cyclic manner, with the aim of enhancing primary education student teachers’ epistemological beliefs about the aspects, nature, purpose and change of models as well as their Conceptual Understanding of light phenomena related to properties of optical fibres. The subjects were 16 prospective primary teachers involved in modelling activities, employing both hands-on experiments and computer modelling activities, based on the application of the ray model. Student teachers were tested before and after the implementation of the TLS by semi-structured interviews and a written questionnaire. Results show that before the TLS most students adopted epistemologically naive realistic beliefs about models, whereas after the TLS there was an overall significant transition from naive to more sophisticated epistemological...
