Literaturnachweis - Detailanzeige
Autor/inn/en | Vigeant, Margot; Golightly, Amy |
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Titel | Can Video Experiments Be as Effective as Hands-On Experiments for Conceptual Learning? |
Quelle | In: Chemical Engineering Education, 56 (2022) 1, S.15-21 (7 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0009-2479 |
Schlagwörter | Undergraduate Students; College Science; Chemical Engineering; Majors (Students); Thermodynamics; Distance Education; Hands on Science; Laboratory Experiments; Video Technology; Technology Uses in Education; Science Achievement; Achievement Gains; Science Instruction; Instructional Effectiveness Chemisches Prüfverfahren; Thermodynamik; Distance study; Distance learning; Fernunterricht; Laboratory work; Laborarbeit; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Achievement gain; Leistungssteigerung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg |
Abstract | In 2019 and 2020, third-year chemical engineering majors completed a concept inventory at the beginning and end of the semester in their thermodynamics course. Midway through spring semester of 2020, the course switched to emergency remote instruction, replacing hands-on inquiry-based laboratory activities (IBLAs) with short videos. Analysis of learning gains on the concept inventory demonstrated that while both groups made significant gains in their learning, the 2019 cohort showed larger gains than the 2020 cohort. (As Provided). |
Anmerkungen | Chemical Engineering Education, Chemical Engineering Division of ASEE. 675 Wolf Ledges Parkway Suite 2459, Akron, OH 44309. Tel: 352-682-2622; e-mail: cee@che.ufl.edu; Web site: https://journals.flvc.org/cee/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |