Implementation of a Modular Hands-on Learning Pedagogy: Student Attitudes in a Fluid Mechanics and Heat Transfer Course

Autor/inn/en	Burgher, J. K.; Finkel, D.; Adesope, O. O.; Van Wie, B. J.
Titel	Implementation of a Modular Hands-on Learning Pedagogy: Student Attitudes in a Fluid Mechanics and Heat Transfer Course
Quelle	In: Journal of STEM Education: Innovations and Research, 16 (2015) 4, S.44-54 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1557-5284
Schlagwörter	Science Instruction; Hands on Science; Learning Modules; Mechanics (Physics); Heat; Worksheets; Laboratory Equipment; Science Laboratories; Teaching Methods; Instructional Effectiveness; Scientific Concepts; Concept Formation; Student Surveys; College Science; College Students; Chemical Engineering; Student Attitudes; Washington + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Learning module; Lernmodul; Mechanik; Hitze; Laborausstattung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Concept learning; Begriffsbildung; Schülerbefragung; Collegestudent; Chemisches Prüfverfahren; Schülerverhalten
Abstract	This study used a within-subjects experimental design to compare the effects of learning with lecture and hands-on desktop learning modules (DLMs) in a fluid mechanics and heat transfer class. The hands-on DLM implementation included the use of worksheets and one of two heat exchangers: an evaporative cooling device and a shell and tube heat exchanger. A survey was administered at the end of the course to assess student attitudes and self-identified conceptual understanding for the (DLMs) and lecture. Results indicate that 72% of students receiving the hands-on DLM treatment thought it helped more than lecture; of those receiving lecture, 40% thought that it helped more than the DLM to learn heat transfer concepts. With respect to conceptual understanding, 72% of students agreed they understand and can apply principles related to heat exchangers well, with 28% unsure of their own conceptual understanding. Nearly a third of the free responses indicate students also want lecture in the classroom, with a corollary that the DLMs are only effective after a foundation in heat transfer has been established. Thus, one practical implication of the study is that lectures should first be used to explicate concepts and provide a good foundation that can then be developed further through the use of modular DLMs. (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	2020/1/01