Basic Mechanics: Learning by Teaching – an increase in student motivation (a small scale study with Technology Education students)

Abstract

This paper discusses the introduction of peer learning and teaching into the Basic Mechanics course of a Technology degree. Statics was taught conventionally using lectures and tutorials. Dynamics was taught using the premiss "Tell me and I forget; show me and I remember; involve me and I understand" as an educational principle. The students worked in small groups and were asked to learn agreed topics by teaching them to other groups of students. The course was extensively evaluated and 82% said they enjoyed the dynamics part of the course. When checking the results there was no significant difference between the raw scores obtained in either the statics or dynamics exam for the females and mature males, but when the scores of the males aged 20 or less were also included a significant difference (p<0.05) between the exam scores appeared. 83% of the young males scored considerably higher in the dynamics exam. There was roughly an equal number of males aged 20 or less, females and mature males in the class. This is the completion of a work in progress paper given at FIE2003.

Integration of a Concept Map Generator and a Knowledge-Portal-Based E-learning System

“…Additionally, users are allowed to transmit their packages to teaching assistants and all peer learners. This mechanism can therefore also realize the aspect of learning by teaching [2,7,9].…”

Learning Statics – A Foundational Approach

“…The web modules provided judgment, feedback, and help at each step. Pollack 4 presents an educational intervention on a small scale case study based on conversational learning for the basic mechanics course. The concept is based on "Tell me and I forget, show me and I remember, involve me and I understand".…”