Work in Progress: Basic Mechanics - does learning by teaching improve the retention of understanding of key concepts?

Pollock, Maggie

doi:10.1109/fie.2006.322415

Cited by 2 publications

(1 citation statement)

References 2 publications

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“…They provide a useful review of cooperative learning in engineering, as it relates to this topic that supports Trevelyan's position. Pollock of the University of Glasgow [3] described how students learning basic mechanics learnt given topics in small groups and then taught these topics to other small groups. Pollock reported that there was some evidence that teaching others does improve the retention of the learning: there was also evidence that the method used helped understanding and retention of the concept(s) taught.…”

Section: Introductionmentioning

confidence: 99%

Teaching, Education, Engineering, and Technological Literacy

Heywood

2015 ASEE Annual Conference and Exposition Proceedings

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In 2010 James Trevelyan [1] argued on the basis of studies of the work that engineers do that the engineering curriculum required to pay more attention to the development of what have come to be known as "soft skills", as for example communication and the ability to perform effectively in teams. He noted that engineering courses that taught communication treated communication "only as information transfer" when what was required was a comprehensive development of social interaction skills. He thought that this could be achieved if students were given the opportunity to teach in their courses because "education, like engineering practice, relies on special kinds of social interactions reflecting the specialized knowledge that defines the context".

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Section: Introductionmentioning

confidence: 99%

Teaching, Education, Engineering, and Technological Literacy

Heywood

2015 ASEE Annual Conference and Exposition Proceedings

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

Pollock¹

Proceedings Frontiers in Education 35th Annual Conference

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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.

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Work in Progress: Basic Mechanics - does learning by teaching improve the retention of understanding of key concepts?

Cited by 2 publications

References 2 publications

Teaching, Education, Engineering, and Technological Literacy

Teaching, Education, Engineering, and Technological Literacy

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

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Work in Progress: Basic Mechanics - does learning by teaching improve the retention of understanding of key concepts?

Cited by 2 publications

References 2 publications

Teaching, Education, Engineering, and Technological Literacy

Teaching, Education, Engineering, and Technological Literacy

Basic Mechanics: Learning by Teaching &#8211; an increase in student motivation (a small scale study with Technology Education students)

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