Conference
A Mixed Methods, Longitudinal Evaluation of Problem-Based Learning and Inquiry-Based Activities in a Heat Transfer Course and Lab.
| Τίτλος: | A Mixed Methods, Longitudinal Evaluation of Problem-Based Learning and Inquiry-Based Activities in a Heat Transfer Course and Lab. |
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| Συγγραφείς: | Foster, Michael, Foster, Luann |
| Πηγή: | Proceedings of the ASEE Annual Conference & Exposition; 2024, p1-23, 23p |
| Θεματικοί όροι: | Problem-based learning, Heat transfer, Self-regulated learning, Educational evaluation, Longitudinal method, Collaborative learning, Mechanical engineering education, Critical thinking |
| Περίληψη: | This paper describes 10 years of pre/post assessment data from a heat transfer course taught using problem-based learning and an accompanying laboratory course that utilized both traditional and inquiry-based activities. Both the course and lab are required for third-year students completing the mechanical engineering concentration and are taught annually at a small liberal arts university. Each year, students completed the Heat and Energy Concept Inventory (HECI), hosted online at the AIChE Concept Warehouse, as both a pre- and a post-test for the course. Statistically significant differences were found between the pre/post mean responses for the complete inventory as well as the inventory's content areas. In addition, statistically significant differences between pre/post mean responses in a given year are considered in light of any substantial changes to the course material and/or structure. In addition to the quantitative results, selected comments from the corresponding class' Senior Survey, which students completed one year after finishing the heat transfer course, are discussed. Student comments indicated the course structure was a challenging way to learn but helped them improve their approach to independent learning and working in groups. In addition, students expressed increased confidence in working on complex, open-ended problems. [ABSTRACT FROM AUTHOR] |
| Copyright of Proceedings of the ASEE Annual Conference & Exposition is the property of ASEE and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Βάση Δεδομένων: | Complementary Index |
| FullText | Text: Availability: 0 |
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| Header | DbId: edb DbLabel: Complementary Index An: 183004740 RelevancyScore: 965 AccessLevel: 6 PubType: Conference PubTypeId: conference PreciseRelevancyScore: 964.9453125 |
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| Items | – Name: Title Label: Title Group: Ti Data: A Mixed Methods, Longitudinal Evaluation of Problem-Based Learning and Inquiry-Based Activities in a Heat Transfer Course and Lab. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Foster%2C+Michael%22">Foster, Michael</searchLink><br /><searchLink fieldCode="AR" term="%22Foster%2C+Luann%22">Foster, Luann</searchLink> – Name: TitleSource Label: Source Group: Src Data: Proceedings of the ASEE Annual Conference & Exposition; 2024, p1-23, 23p – Name: Subject Label: Subject Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Problem-based+learning%22">Problem-based learning</searchLink><br /><searchLink fieldCode="DE" term="%22Heat+transfer%22">Heat transfer</searchLink><br /><searchLink fieldCode="DE" term="%22Self-regulated+learning%22">Self-regulated learning</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+evaluation%22">Educational evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink><br /><searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br /><searchLink fieldCode="DE" term="%22Mechanical+engineering+education%22">Mechanical engineering education</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This paper describes 10 years of pre/post assessment data from a heat transfer course taught using problem-based learning and an accompanying laboratory course that utilized both traditional and inquiry-based activities. Both the course and lab are required for third-year students completing the mechanical engineering concentration and are taught annually at a small liberal arts university. Each year, students completed the Heat and Energy Concept Inventory (HECI), hosted online at the AIChE Concept Warehouse, as both a pre- and a post-test for the course. Statistically significant differences were found between the pre/post mean responses for the complete inventory as well as the inventory's content areas. In addition, statistically significant differences between pre/post mean responses in a given year are considered in light of any substantial changes to the course material and/or structure. In addition to the quantitative results, selected comments from the corresponding class' Senior Survey, which students completed one year after finishing the heat transfer course, are discussed. Student comments indicated the course structure was a challenging way to learn but helped them improve their approach to independent learning and working in groups. In addition, students expressed increased confidence in working on complex, open-ended problems. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Group: Ab Data: <i>Copyright of Proceedings of the ASEE Annual Conference & Exposition is the property of ASEE and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 1 Subjects: – SubjectFull: Problem-based learning Type: general – SubjectFull: Heat transfer Type: general – SubjectFull: Self-regulated learning Type: general – SubjectFull: Educational evaluation Type: general – SubjectFull: Longitudinal method Type: general – SubjectFull: Collaborative learning Type: general – SubjectFull: Mechanical engineering education Type: general – SubjectFull: Critical thinking Type: general Titles: – TitleFull: A Mixed Methods, Longitudinal Evaluation of Problem-Based Learning and Inquiry-Based Activities in a Heat Transfer Course and Lab. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Foster, Michael – PersonEntity: Name: NameFull: Foster, Luann IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 21535868 Titles: – TitleFull: Proceedings of the ASEE Annual Conference & Exposition Type: main |
| ResultId | 1 |