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Data from a design-based pilot study that applied Engineering Report team project in facilitating the development of problem solving skills in a real-world situation are reported. Pedagogies validated in Model Eliciting Activities (MEA) and instructions for solving ill-structured problems are applied to the design and the implementation of the Engineering Report project. Students' written work and...
A concept of framing is adapted for analyzing how students learn in problem-centered group learning. Students' contributions to discourse are analyzed and associated with their conceptual understanding and growth. Characteristics indicating conceptual understanding, along with factors influencing classroom interactions for conceptual growth are reported. Resources that support designing and conducting...
This study applies discourse analysis using revised taxonomy to evaluate the effectiveness of the instructional model and assess students' learning gains simultaneously. It examines conditions for the development of classroom discourse that facilitates learning in "flipped classrooms".
This paper describes practices of the Supplementary Instruction (SI) Problem-Solving Workshop in helping entering engineering students develop the concept of problem solving and obtain the necessary knowledge and skills required to succeed in their courses.
Our past ten years of experience in undergraduate academic support programs have taught us that understanding student-centered learning requires new perspectives. Whether it is in a traditional lecture or in a newly designed non-traditional course, how well teaching and learning goals are aligned is the key. To further promote student-centered learning for our engineering undergraduates, we have produced...
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