Case study of a problem-based learning course of physics in a telecommunications engineering degree

Macho-Stadler, E.; Elejalde-García, Maria Jesús

doi:10.1080/03043797.2013.780012

Cited by 26 publications

(13 citation statements)

References 19 publications

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“…Our findings also support many other authors Annetta et al 2013;Bekele 2010;Francis & Shannon, 2013;Gavin 2011;Gröber et al 2014;Hake, 1998b;Hestenes et al, 1992;Kristak et al, 2013;Macho-Stadler & Elejalde-García, 2013;Madhuri,Kantamreddi & Prakash Goteti, 2012;Mazur, 1997;Oliveira & Oliveira, 2013) who have already dealt with the issue; they all have proven that problem-based learning, project-based learning, Internet-supported learning, video-based problems, P&E method, conceptual question application, Interactive engagement methods, model-based introductory physics curriculum, and other inquiry-based teaching methods enhance higher order cognitive skills and that students do better than those attending traditional lecture-lab type instruction.…”

Section: Discussionsupporting

confidence: 81%

Exploring of students' knowledge using the Concept Inventory Test at Technical University

Hockicko

2017

PROSOC

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The Force Concept Inventory (FCI) test has been widely used to investigate students' concept and understanding of introductory mechanics. It can be used to monitor the preconceptions, misconceptions and development of the students' conceptual understanding on mechanics. The purpose of this study is to evaluate the entering engineering students' prior knowledge in key concepts of mechanics in introductory physics using Concept Inventory Test at Technical University. Our findings have revealed absence of basic knowledge in the field of physics. Due to the fact that the testing revealed that students have problems with reading comprehension, graph interpretation, mathematical relationship, it is necessary for the future to pay attention not only to physics as a subject but also to skills related to maths and to overall engineering studiesto STEM education. Video analysis and simulations (VAS method) of problem tasks using interactive programme Tracker is one of the methods that considerably helps to form conceptual thinking and to develop manual skills and intellectual capabilities of students and finally at the same time eliminates misconceptions. Using videos and other multimedia aids affects in a positive manner the level of the students' knowledge and understanding of physical phenomena.

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Section: Discussionsupporting

confidence: 81%

Exploring of students' knowledge using the Concept Inventory Test at Technical University

Hockicko

2017

PROSOC

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“…The lack of effectiveness of traditional pedagogy to develop some skills led to the use of new didactic approaches." [82] (p. 408) [42,45,46,52,54,58,59,82,84] Own perceptions (n = 9) 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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“…Datu deskribatzaile hauen gibelean esan dezakegu IG programaren inplementazio-faseak ekoiztutako ebidentzia enpirikoen azterketak, garapen prozesuek irakasleriaren ikas-irakaskuntza hurbilketan duten inpaktua aztergai duen ikerketa zientifikoaren emaitzekin (Kember eta Kwan, 2002;Postareff et al, 2007;Trigwell et al, 1999) antz handiak dituela, era nagusian, ikaslerian sustraitutako ikas-irakaskuntza planteamendu didaktikoak mintzagai ditugunean (Fernández et al, 2013;Fernández eta Alkorta, 2014;Macho-Standler eta Elejalde, 2013;Garmendia et al, 2014).…”

Section: Grafikoa Ig Prozesuak Irakasleriaren Ikas-irakaskuntza Hurbiunclassified

Iraupen luzeko irakasleriaren garapenaren eraginkortasuna: irakasleriaren kontzepzioetan, hurbilketan eta kultura instituzionalean

Ezkurra¹,

Fernández²

2015

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Gako-hiTzak: Unibertsitate-hezkuntza, irakasleriaren garapena, metodologia aktiboak, hezkuntza lidergo sakabanatua, aldaketa instituzionala. SarreraArtikulu honek unibertsitateko irakasleriaren garapenaren (IG) kontzeptu konprensiboan du abiapuntua 1 , eta ERAGIN garapen estrategiaren inpaktua du aztergai. Horretarako bi inpaktu-eremu hartzen dira kontutan, batetik irakasleriaren maila indibiduala eta bestetik antolakuntza zein erakunde arloan.Azterketa hau burutzeko metodologia aktiboen (arazoetan, proiektuetan eta kasuetan oinarritutako ikaskuntza) garapenerako ERAGIN programaren lehendabiziko promozioa hartuko da kasu gisa. Iraupen luzeko estrategiaren (350 ordu) bidez eta ko-mentoretza taldeen funtzionamenduan oinarrituz, ikerlan enpirikoak IGk irakasleriaren ikas-irakaskuntza kon-1 'Hezkuntza, Kultura eta Gizartea' izena duen Prestakuntza eta Ikerkuntza Unitatearen (PIU UFI 11/54) barruan kokatzen den IkasGura ikerketa talde kontsolidatuaren baitan (GIU 11/13) eginiko ikerketa.

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Case study of a problem-based learning course of physics in a telecommunications engineering degree

Cited by 26 publications

References 19 publications

Exploring of students' knowledge using the Concept Inventory Test at Technical University

Exploring of students' knowledge using the Concept Inventory Test at Technical University

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

Iraupen luzeko irakasleriaren garapenaren eraginkortasuna: irakasleriaren kontzepzioetan, hurbilketan eta kultura instituzionalean

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