Improving Students' Conceptual Reasoning by Prompting Cognitive Operations

Autor/inn/en	Van Meter, Peggy N.; Firetto, Carla M.; Turns, Stephen R.; Litzinger, Thomas A.; Cameron, Chelsea E.; Shaw, Charlyn W.
Titel	Improving Students' Conceptual Reasoning by Prompting Cognitive Operations
Quelle	In: Journal of Engineering Education, 105 (2016) 2, S.245-277 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1069-4730
DOI	10.1002/jee.20120
Schlagwörter	Thermodynamics; Teaching Methods; Intervention; Prompting; Cognitive Processes; Achievement Gains; Learning Processes; Problem Solving; Engineering Education; Pretests Posttests; Comparative Analysis; Abstract Reasoning; Concept Formation; Scientific Concepts; Homework; Correlation + Suchen Sie Ihr Suchwort? Thermodynamik; Teaching method; Lehrmethode; Unterrichtsmethode; Benutzerführung; Cognitive process; Kognitiver Prozess; Achievement gain; Leistungssteigerung; Learning process; Lernprozess; Problemlösen; Ingenieurausbildung; Abstraktes Denken; Denken; Concept learning; Begriffsbildung; Hausaufgabe; Korrelation
Abstract	Background: We tested the effects of an intervention on the learning of introductory thermodynamics principles. This intervention, OEM-Thermo, is designed to prompt the cognitive operations of meaningful learning: organization, elaboration, and monitoring. We also sought evidence to show that execution of these operations was associated with learning gains and that cognitive operations are influenced by different intervention exercises. Purpose/Hypothesis: Study 1: Students who complete OEM-Thermo will gain more conceptual knowledge than students who complete traditional problems. Study 2: First, elaboration and monitoring contribute to learning with OEM-Thermo. Second, students engage in elaboration and monitoring at a higher rate when answering elaboration questions than when completing matrix exercises. Design/Method: Study 1: A two-group, pre- and post-test experimental design tested OEM-Thermo effectiveness. Study 2: A one-group, pre- and post-test design where participants thought aloud while completing OEM-Thermo tested deep and surface reasoning as well as the frequency of elaboration and monitoring events. Results: Study 1: A significant interaction between test time (pre- and post-test) and condition shows that OEM-Thermo promoted development of conceptual reasoning more effectively than did traditional homework problems. Study 2: Significant partial correlations were found between post-test scores on one of two deep reasoning categories and the frequency of elaboration and monitoring events in the think-aloud protocols. Differences were also found in the rate of elaboration across intervention exercises. Conclusions: An intervention that includes tasks designed to stimulate the cognitive operations of meaningful learning improves students' conceptual reasoning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01