How drawing prompts can increase cognitive engagement in an active learning engineering course
How drawing prompts can increase cognitive engagement in an active learning engineering course
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绘图提示如何提高主动学习工程课程中的认知参与度
DOI：
10.1002/jee.20354
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发表时间：
2020
影响因子：
3.4
通讯作者：
Rau, Martina A.
中科院分区：
文献类型：
--
作者：
Wu, Sally P. W.;Van Veen, Barry;Rau, Martina A.
背景最近的工程教育研究发现，当教师积极地让学生参与时，通过实践问题）而不是被动地（例如，在讲座中）。随着越来越多的教师转向主动学习，研究需要确定不同类型的活动如何影响学生对课堂概念的认知参与。在本研究中，我们探讨了在解决问题时，提示新手学生画画的效果，一个工程师的专业实践。目的我们调查是否实施教学提示，以绘制在一个积极的学习课堂（a）增加学生的使用和绘画作为解决问题的策略和（B）的价值。方法我们比较了一个本科班收集的调查数据和考试成绩，这些本科班收到了在视频讲座中画画的提示，结果实施绘画提示后，学生对绘画的使用和价值增加，这种效果一直持续到学期末。学生更有可能画时提供绘图提示。此外，收到提示的学生表现优于没有考试问题的学生，目标conceptual understanding.ConclusionsOur研究结果揭示了如何在积极的学习课堂上实施绘图提示，可以帮助学生从事绘图和解决问题的概念。这项研究有助于我们了解什么类型的主动学习活动可以提高工程教育的教学实践。特别是，我们展示了如何促进真实的工程实践的提示可以增加入门级工程课程的认知参与。
BackgroundRecent engineering education research has found improved learning outcomes when instructors engage students actively (e.g., through practice problems) rather than passively (e.g., in lectures). As more instructors shift toward active learning, research needs to identify how different types of activities affect students' cognitive engagement with concepts in the classroom. In this study, we investigate the effects of prompting novice students to draw when solving problems, a professional practice of engineers.PurposeWe investigate whether implementing instructional prompts to draw in an active learning classroom (a) increases students' use and value of drawing as a problem‐solving strategy and (b) enhances students' problem‐solving performance.MethodWe compared survey data and exam scores collected in one undergraduate class that received prompts to draw in video lectures and in‐class problems (drawing condition) and one class that received no drawing prompts (control condition).ResultsAfter drawing prompts were implemented, students' use and value of drawing increased, and these effects persisted to the end of the semester. Students were more likely to draw when provided drawing prompts. Furthermore, students who received prompts outperformed students who did not on exam questions that target conceptual understanding.ConclusionsOur findings reveal how implementing drawing prompts in an active learning classroom may help students engage in drawing and solve problems conceptually. This study contributes to our understanding of what types of active learning activities can improve instructional practices in engineering education. Particularly, we show how prompts that foster authentic engineering practices can increase cognitive engagement in introductory‐level engineering courses.
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DOI：
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发表时间：
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影响因子：
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