Literaturnachweis - Detailanzeige
| Autor/in | Foutz, Timothy L. |
|---|---|
| Titel | Collaborative Argumentation as a Learning Strategy to Improve Student Performance in Engineering Statics: A Pilot Study |
| Quelle | In: American Journal of Engineering Education, 9 (2018) 1, S.11-22 (12 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2153-2516 |
| Schlagwörter | Cooperative Learning; Persuasive Discourse; Learning Strategies; College Students; Engineering Education; Academic Achievement; Majors (Students); Questionnaires; Statistical Analysis; Course Evaluation; Grades (Scholastic); Mechanics (Physics); Motivated Strategies for Learning Questionnaire |
| Abstract | Educators have used argumentation to help students understand mathematical ideas which often appear abstract to the novice learner. A preliminary investigation was conducted to determine if collaborative argumentation is a strategy that can improve the student's conceptual understanding of the topics taught in the engineering course commonly titled Statics. The academic performance of students enrolled in a traditional problems-solving session was compared to the academic performance of students enrolled in a problem-solving session where collaborative argumentation was used. Results suggest that argumentation improved student performance as measured by grades associated with one-hour long exams, although student written responses on a course evaluation survey responses indicate that students did not believe argumentation was a learning strategy was effective. (As Provided). |
| Anmerkungen | Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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