FísicActiva: Applying Active Learning Strategies to a Large Engineering Lecture

Autor/inn/en	Auyuanet, Adriana; Modzelewski, Helena; Loureiro, Silvia; Alessandrini, Daniel; Míguez, Marina
Titel	FísicActiva: Applying Active Learning Strategies to a Large Engineering Lecture
Quelle	In: European Journal of Engineering Education, 43 (2018) 1, S.55-64 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2017.1306026
Schlagwörter	Active Learning; Learning Strategies; Engineering Education; Lecture Method; Physics; Large Group Instruction; Qualitative Research; Statistical Analysis; Conventional Instruction; Intermode Differences; Comparative Testing; Student Surveys; Participant Satisfaction; Achievement Gains; College Science; Teaching Methods; Foreign Countries; Case Studies; Observation; Uruguay + Suchen Sie Ihr Suchwort? Aktives Lernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ingenieurausbildung; Physik; Qualitative Forschung; Statistische Analyse; Schülerbefragung; Achievement gain; Leistungssteigerung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Case study; Fallstudie; Case Study; Beobachtung
Abstract	This paper presents and analyses the results obtained by applying Active Learning techniques in overcrowded Physics lectures at the University of the Republic, Uruguay. The course referred to is Physics 1, the first Physics course that all students of the Faculty of Engineering take in their first semester for all the Engineering-related careers. Qualitative and quantitative data corresponding to three semesters are shown and discussed, indicating that the students that attended these lectures outperformed the students that followed the course in the traditional way: the pass rates increased, whereas the failure rates decreased. The students highly valued this methodology, in particular, the interactive and relaxed dynamics, highlighting the concern of professors to answer questions by means of new questions so as to promote reasoning. The results obtained point to a work path that deserves to be deepened and extended to other Engineering courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01