A problem based learning approach for freshman engineering

Kellar, Jon J.; Hovey, W.; Langerman, Michael A.; Howard, S.L.; Simonson, Larry; Kjerengtroen, L.; Sttler, L.; Heilhecker, H.; Ameson-Meyer, L.; Kellogg, Stuart

doi:10.1109/fie.2000.896561

Cited by 42 publications

(33 citation statements)

References 5 publications

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“…Research shows that PBL improves students' learning and retention, motivation, critical thinking and problem-solving skills, and their ability to skillfully apply knowledge in new situations. [2][3][4] Similar to Project-Based Learning, the focus in Problem-Based Learning is on solving open-ended authentic problems. Unlike Project-Based Learning, Problem-Based Learning does not need to result in the creation of a product.…”

Section: What Is Problem-based Learning?mentioning

confidence: 99%

Why do I need to know this? Optics/photonics problem-based learning in the math classroom

Donnelly

2017

14th Conference on Education and Training in Optics and Photonics: ETOP 2017

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A common complaint of engineering managers is that new employees at all levels, technician through engineer, tend to have rote calculation ability but are unable to think critically and use structured problem solving techniques to apply mathematical concepts. Further, they often have poor written and oral communication skills and difficulty working in teams. Ironically, a common question of high school mathematics students is "Why do I need to know this?" In this paper we describe a project using optics/photonics and Problem Based Learning (PBL) to address these issues in a high school calculus classroom.

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Section: What Is Problem-based Learning?mentioning

confidence: 99%

Why do I need to know this? Optics/photonics problem-based learning in the math classroom

Donnelly

2017

14th Conference on Education and Training in Optics and Photonics: ETOP 2017

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“…Problem based learning has been widely implemented within individual courses, while some departments and colleges have incorporated the philosophy systemically throughout entire programs. [9][10][11] Development of pre-recorded material is one method to free up in-class time to support more active learning experiences.…”

Section: Literature Reviewmentioning

confidence: 99%

Pre- and Post-Class Student Viewing Behaviors for Recorded Videos in an Inverted Sophomore Mechanics Course

Gross

Dinehart

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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The inverted classroom has gained significant traction in higher education over the past several years. While inversion can take on many specific forms, it usually implies some shift of theoretical lecture content away from the in-class time and into the student time spent outside the classroom. Students are expected to watch recorded video lectures before coming to class and then the time in the classroom is spent with students working on problems in some form. This active learning strategy allows the focus of faculty-student interactions in class to be on the application and higher levels of Bloom's taxonomy that are usually targeted in engineering and similar technical courses.While these pre-recorded lecture videos are an essential component of an inverted course structure, little data has been made available on how students actually watch these recorded videos. This paper presents the results of a study of student viewing behaviors for pre-recorded video content in an inverted introductory sophomore mechanics course. Data is presented for both theory-based lectures intended to be viewed prior to class, and for recorded example problem solution videos that review problems solved during class meetings.Data from the video distribution system was used to answer a series of research questions related to student viewing behaviors. The observations presented in this paper indicate that on average, students watched a little more than half of the recorded lecture content that they were expected to. Viewing rates steadily decreased throughout the semester, but were not affected by video length or day of week. Female students were found to exhibit significantly higher viewing rates than their male counterparts. Effectively, no correlation was observed between viewership rates and course performance as measured by final course grades. Introduction/Course StructureIn the College of Engineering at Villanova University, several courses have been transitioned to an inverted format over the past four years. In the Department of Civil and Environmental Engineering alone, the entire five course sequence in mechanics and structures is now offered in this format as indicated in Table 1. In all five of these courses, students are required to watch theory-based lecture videos that are designed with the primary intent of preparing students for solving problems in class. While the format and delivery of the lecture videos is similar, the strategies for encouraging, ensuring, and rewarding students for watching videos vary among the individual courses. Some courses give credit for viewing videos, and some courses use short quizzes based on the lecture video content. The course that is the subject of the study in this paper, Mechanics I, does not give any credit toward the final course grade for watching videos, nor does it rely on quizzes related to the video content. Mechanics I is an introductory mechanics course that covers traditional concepts of Statics and Mechanics of Solids with emphasis on axial loading. Basic mater...

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“…The CEAB requires modern programs to provide: 1. ability to integrate and apply fundamentals of mathematics and science with technical skills, 2. improved skills in critical thinking, problem solving, and communication 3. competence in applying technology for effective analysis, design, and communication, 4. opportunities to participate in effective teams 5. motivation for self-responsibility, life-long learning, and self-development All of these are important and valuable objectives in a modern integrated program of fundamental mathematics, science, and engineering [5].…”

Section: Education Licensing and Trainingmentioning

confidence: 99%