Literaturnachweis - Detailanzeige
| Autor/inn/en | Solomon, John T.; Hamilton, Eric; Viswanathan, Vimal; Nayak, Chitra R. |
|---|---|
| Titel | On the Use of Brain-Based Learning Protocols in Fluid Mechanics Instruction |
| Quelle | In: Journal of STEM Education: Innovations and Research, 21 (2020) 3, S.19-27 (9 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1557-5284 |
| Schlagwörter | Blended Learning; Neurosciences; Flipped Classroom; Comparative Analysis; Teaching Methods; Video Technology; Mechanics (Physics); Black Colleges; Required Courses; Prerequisites; Critical Thinking; Learning Activities; Scaffolding (Teaching Technique); Course Content; Intervention; Student Attitudes; Pretests Posttests; Engineering Education; Undergraduate Students; Alabama |
| Abstract | A personalized and media-rich learning framework called "Knowledge and Curriculum Integration Ecosystem" (KACIE) has been developed and implemented in a junior-level fluid mechanics course in Fall 2016, Spring 2017, Fall 2017, and Spring 2018, in a prominent HBCU. This model shares characteristics of blended instruction as well as a flipped classroom, with an overall structure that includes the application of established principles emerging from the learning sciences and cognitive neuroscience. These principles have taken form in the KACIE model as classroom protocols or written instructions to scaffold and guide teaching and learning. In KACIE, the course has been presented as a sequence of 55 concepts that each connect to its pre-requisites. Scripted and animated short self-contained video lectures of 2-6 minutes duration and mandatory in-class activity sheets were developed and used for teaching each of the 55 concepts. This paper presents details of the KACIE model and its impact on fluid mechanics instruction by comparing relevant data from a control semester (Fall 2015) when the same course was offered in a traditional teaching environment. The results show that this media-rich KACIE intervention in an HBCU has significantly improved students' academic engagement and success, substantially reduced failure rate, and enhanced their critical thinking ability. (As Provided). |
| Anmerkungen | Institute for STEM Education and Research. P.O. Box 4001, Auburn, AL 36831. Tel: 334-844-3360; Web site: http://www.jstem.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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