Active Learning session based on Didactical Engineering framework for conceptual change in students’ equilibrium and stability understanding

Canu, Michaël; Duque, Mauricio; Hosson, Cécile de

doi:10.1080/03043797.2016.1190689

Cited by 6 publications

(5 citation statements)

References 21 publications

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“…Estas innovaciones se han utilizado cuando existen dificultades para la asistencia a las aulas físicas [3], cuando el tiempo requerido para realizar las actividades en el laboratorio supera el asignado, o como forma complementaria a las prácticas presenciales [4]. Un ejemplo son los Laboratorios Remotos (LR) que otorgan la posibilidad de operar a distancia un equipo real con todas las perturbaciones que el entorno pueda tener, lo que permite enriquecer el proceso de aprendizaje y la consolidación de conceptos a través de la observación, interpretación, comparación y análisis de los resultados [5].…”

Section: Marco Teóricounclassified

Laboratory of social innovation in engineering as a strategy to promote sustainable development in marginalized communities and transform them into off-grid communities.

Toriz García,

García García,

Aparicio Ponce

et al. 2023

Proceedings of the 21th LACCEI International Multi-Conference for Engineering, Education and Technology (LACCEI 2023): “Leaders

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Social Innovation Laboratories are spaces that promote co-creation to solve social problems, through the application of innovation processes and technology for social appropriation. They link the university with the community, the strategies of university practices, extension and social projection, and civil society. Technological innovations drive quality education systems and foster meaningful learning. Through remote laboratories, it is possible to have access to laboratory instruments or machines to carry out practices or experiments in real time, regardless of time or geographic location. One strategy to reduce poverty and inequality is to ensure that vulnerable communities have access to energy services. Most of the energy production is from fossil fuels, which generates greenhouse gases that represent a health risk. It is imperative to deepen measures focused on energy saving, greater energy efficiency and the progressive incorporation of energy sources with low environmental impact. This is how innovation laboratories arise within the framework of energy sustainability. This paper presents the results of applying different energy systems from renewable sources through the simulation of energy changes in remote laboratories with the aim of strengthening the skills that allow students to generate strategies and specific actions to promote sustainable development in marginalized communities, transform them into off-grid communities and improve their quality of life. The results show the development of disciplinary and transversal competences with the proposed methodology, because digital tools allow activities to be carried out with sufficient fidelity to achieve meaningful learning and training in energy sustainability.

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Section: Marco Teóricounclassified

Laboratory of social innovation in engineering as a strategy to promote sustainable development in marginalized communities and transform them into off-grid communities.

Toriz García,

García García,

Aparicio Ponce

et al. 2023

Proceedings of the 21th LACCEI International Multi-Conference for Engineering, Education and Technology (LACCEI 2023): “Leaders

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“…Research about science teachers' perceptions generally focused on their views about particular educational strategies (Anagün, 2018;Feyzioğlu, 2019), implementation of approaches such as Science, Technology, Engineering, Arts and Mathematics (STEAM), integrated teaching and learner-centred strategies (Du Plessis, 2020;Park et al, 2016;Tudor, 2015) and the teaching of science in general (Qhobela & Moru, 2014). The topic of forces is very important in the physics curriculum because it is part of the curriculum for students who will pursue STEM careers, such as engineering (Canu et al, 2017). However, it has been found that the way it is taught is not helpful in helping students correct their misconceptions such as "continuous force is needed for continuous motion to take place" (Khandagale & Chavan, 2017, p. 202).…”

Section: Research Problemmentioning

confidence: 99%

Science Teachers’ Perceptions of Their Knowledge Base for Teaching Force Concepts

Marake

Jita

Tsakeni

2022

JBSE

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It is important for students to understand force concepts because they are central to learning physics and other sciences; however, students find it difficult to understand. There are calls for teachers to tap into their professional knowledge and develop beliefs that help them assist students comprehend the topic. To meet this challenge, teachers’ perceptions of their knowledge base for teaching force concepts should be probed because perceptions act as windows into teachers’ practices. This study, therefore, explored physics teachers’ perceptions of their knowledge base for teaching force concepts. Science teachers’ pedagogical content knowledge (PCK) frameworks were used to develop a questionnaire based on a 5-point Likert scale administered to 100 physical science teachers who were randomly selected from 54 schools in five districts in Lesotho. Data were analysed using descriptive statistics. The results suggest that, even though teachers reported positive views about their knowledge base, there is no correlation between sub-components of curricular knowledge. It is concluded that teachers should build the curricular knowledge by participating in collaborative activities. It is, therefore, recommended that studies that probe teachers’ actual knowledge of PCK constructs are executed, so that appropriate information is available when planning professional development activities targeting teachers’ PCK. Keywords: force concepts, pedagogical content knowledge, teacher knowledge, teachers’ perceptions of knowledge

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“…The problems seem easy when the instructor works them at the board; it is not until problems are assigned and students get stuck part way through or fail to complete them that real learning occurs." [48] (p. 188) [40,41,43,47,48,68,82,84,85] Learning theory (n = 8) 1…”

Section: The Argument For Use Example Referencesmentioning

confidence: 99%

“…Dewey (p. 7,1938) argued that "there is an intimate and necessary relation between the processes of actual experience and education"." [53] (p. 116) [39,42,43,47,53,59,61,77] Overall trend (n = 6) 1…”

Section: The Argument For Use Example Referencesmentioning

confidence: 99%

The Concept of Active Learning and the Measurement of Learning Outcomes: A Review of Research in Engineering Higher Education

et al. 2019

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Active learning has gained growing political, instructional, and research interest. However, the definitions of active learning are wide. The learning outcomes related to it have been mostly positive but the measurement methods are not without problems. This review provides an overview of active learning, especially in the context of engineering higher education, by answering two research questions: (1) How is the concept of active learning defined and justified in engineering higher education research? (2) What are the learning outcomes connected to active learning and how is learning measured in engineering higher education research? Sixty-six empirical articles were analyzed inductively with qualitative content analysis. The analysis showed that active learning was defined in various ways, and in some articles, it was not defined at all. In addition, justification (theoretical or empirical) for the use of active learning was seldomly reported. Finally, the indicators used to measure the impact of active learning on students’ learning outcomes were mostly based on students’ self-report data and focused on course specific development in subject-related knowledge. More thorough descriptions and theoretical justifications, as well as the consideration of learning outcomes with appropriate research methods, could reinforce the transparency of empirical interventions and the application of active learning.

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Active Learning session based on Didactical Engineering framework for conceptual change in students’ equilibrium and stability understanding

Abstract: International audienc

Cited by 6 publications

References 21 publications

Laboratory of social innovation in engineering as a strategy to promote sustainable development in marginalized communities and transform them into off-grid communities.

Laboratory of social innovation in engineering as a strategy to promote sustainable development in marginalized communities and transform them into off-grid communities.

Science Teachers’ Perceptions of Their Knowledge Base for Teaching Force Concepts

The Concept of Active Learning and the Measurement of Learning Outcomes: A Review of Research in Engineering Higher Education

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