TY - JOUR
T1 - Work in Progress
T2 - 2020 ASEE Virtual Annual Conference, ASEE 2020
AU - Blum, Michelle M.
N1 - Publisher Copyright:
© American Society for Engineering Education 2020.
Copyright:
Copyright 2020 Elsevier B.V., All rights reserved.
PY - 2020/6/22
Y1 - 2020/6/22
N2 - This Work in Progress describes efforts to introduce Inquiry-Based Learning (IBL) instruction to an introduction to engineering course. Inquiry-based approaches uses inductive teaching strategies. The class is Introduction to Engineering and Computer Science for Mechanical Engineers. It is a required class for incoming freshman students that is held in the fall semester. The motivation behind this Work in Progress is to address the problem that even though education research has proven inductive learning promotes deeper and longer retention of information; most university engineering classes are still primarily lecture based. Therefore, students are oblivious to the benefits of the methods and thus are resistant to the learning approaches. The method employed to aid this problem was developing a series of worksheets that use IBL strategies to introduce introductory engineering material. Preliminary assessment of the effectiveness of this approach was conducted by comparing summative exams and real-time feedback of student thoughts using a daily in-class reflection. Preliminary analysis of the exam comparison and student reflections is promising. From reflections, the majority of the students filled out the statement sections of the reflection sheet. Fewer students filled out the question portion, indicating that they comprehended the IBL lessons. Initial exam comparisons indicated that the IBL approaches support increased student learning of the conceptual aspects of technical concepts.
AB - This Work in Progress describes efforts to introduce Inquiry-Based Learning (IBL) instruction to an introduction to engineering course. Inquiry-based approaches uses inductive teaching strategies. The class is Introduction to Engineering and Computer Science for Mechanical Engineers. It is a required class for incoming freshman students that is held in the fall semester. The motivation behind this Work in Progress is to address the problem that even though education research has proven inductive learning promotes deeper and longer retention of information; most university engineering classes are still primarily lecture based. Therefore, students are oblivious to the benefits of the methods and thus are resistant to the learning approaches. The method employed to aid this problem was developing a series of worksheets that use IBL strategies to introduce introductory engineering material. Preliminary assessment of the effectiveness of this approach was conducted by comparing summative exams and real-time feedback of student thoughts using a daily in-class reflection. Preliminary analysis of the exam comparison and student reflections is promising. From reflections, the majority of the students filled out the statement sections of the reflection sheet. Fewer students filled out the question portion, indicating that they comprehended the IBL lessons. Initial exam comparisons indicated that the IBL approaches support increased student learning of the conceptual aspects of technical concepts.
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M3 - Conference Article
AN - SCOPUS:85095752033
SN - 2153-5965
VL - 2020-June
JO - ASEE Annual Conference and Exposition, Conference Proceedings
JF - ASEE Annual Conference and Exposition, Conference Proceedings
M1 - 1698
Y2 - 22 June 2020 through 26 June 2020
ER -