Literaturnachweis - Detailanzeige
Autor/inn/en | Prince, Michael; Koretsky, Milo; Self, Brian; Vigeant, Margot |
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Titel | Augmenting the Classical Change Model to Promote Conceptual Learning in Core Engineering Courses |
Quelle | In: Chemical Engineering Education, 54 (2020) 1, S.35-41 (7 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0009-2479 |
Schlagwörter | Undergraduate Students; Engineering Education; Teaching Methods; Cognitive Processes; Concept Formation; Conflict; Learning Processes; Change Strategies |
Abstract | Cognitive conflict arises when students' expectation about a physical situation, such as the relative temperatures of metal and cloth, are not experimentally verified. The paper reviews this approach as a tool for promoting conceptual learning in undergraduate engineering courses, through three case studies. These cases demonstrate that cognitive conflict can be a successful strategy for engineering instructors to support students' conceptual learning in engineering as a first step to create a teachable moment. (As Provided). |
Anmerkungen | Chemical Engineering Education, Chemical Engineering Division of ASEE. P.O. Box 142097, Gainesville, FL 32614. Tel: 352-392-0861; Fax: 352-392-0861; e-mail: cee@che.ufl.edu; Web site: http://journals.fcla.edu/cee/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |