This paper presents a discussion of the usage of engineering performance tasks in two sections of an innovative Pre-Calculus course to enhance conceptual transfer while motivating engineering students. A description of the entire process from concept to implementation is given including: 1) the role of performance tasks in general; 2) the faculty development that occurred; 3) engineering performance tasks and their development; 4) performance tasks implementation; and 5) assessment and evaluation. Specific reasoning processes and mental habits associated with the Dimensions of Learning pedagogy are designed in the performance tasks, and are presented. Aligning the performance tasks with the topics covered in the lecture is the approach taken, and details of this process are provided. Results are positive. Approximately ninety percent (90%) of the students were proficient at solving the engineering performance tasks. Formative assessment results of the two-minute paper indicated that students understood and could explain the specific procedural and declarative knowledge addressed. In addition, the instructional framework increased students' Pre-Calculus knowledge, and confidence for solving Pre-Calculus and engineering problems. These results were validated by the use of Pair Sample T-tests. The results of this study have implications for improving conceptual transfer of mathematical concepts and motivating engineering students.
This paper describes an investigation of a means to use technology to help students construct meaning through the use of the dimensions of Learning (DOL) pedagogical frame work. We use the tablet PC and specialized note taking software to facilitate the three minute pause technique and summarizing. This is done in an active learning environment and serves as a formative assessment for the class section being taught. These activities are done during the delivery of the performance tasks presented to a lower level pre-calculus course section. Details of the performance tasks, assessments and are discussed as well as the resulting impact of using tablet PCs as compared to laptops and conventional writing for note taking are discussed. Our results indicate although handwritten notes are generally preferred by most students, the tablet PC does have some advantages. Furthermore the users of the tablet PCs appeared to take better notes and benefit more from the summary exercise.
Dr. Craig Scott received his Ph.D. and B.S. in Electrical Engineering from Howard University and a M.S. in Electrical Engineering from Cornell University. His educational scholarly endeavors include conducting pedagogical studies on learning technologies and remedial math preparation for engineering students. He instructs courses in computer vision, computer graphics, computational electrical engineering, electromagnetics and characterization of semiconductor materials.
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