Many Paths Toward Discovery: A Module for Teaching How Science Works

Price, Rebecca; Perez, Kathryn E.

doi:10.2505/4/jcst18_047_03_78

Cited by 5 publications

(2 citation statements)

References 11 publications

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“…Curriculum, course design, and the delivery of content can differ in the emergent and traditional paradigms for both in-person and online courses . To raise awareness and facilitate adoption of reformed instruction, efforts like the Carl Wieman Science Education Initiative (CWSEI) were established to disseminate best practices among STEM educators. , Topics and resources included on the CWSEI Web site for instructors encapsulate many features of the emergent paradigm, such as communicating learning goals, preclass assignments − and flipped classroom pedagogy, − active learning, group work, interactive demonstrations, , review sessions, personal response systems, promoting metacognition − and improving student learning strategies . The Teaching Practices Inventory (TPI), which is aligned with research-based teaching practices found in the emergent paradigm, is a resource STEM teachers can use to characterize their instructional practices.…”

Section: Instructional Paradigmsmentioning

confidence: 99%

Narrowing Achievement Gaps in General Chemistry Courses with and without In-Class Active Learning

Clark

2023

J. Chem. Educ.

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Underrepresentation of some populations in STEM fields occurs because these students experience achievement gaps with performance lower on average than their overrepresented peers. Interventions to reduce achievement gaps and increase the retention of underrepresented students in STEM courses include approaches found both inside and outside of class-time, with active learning being a leading example of an in-class intervention in which didactic instruction is replaced by student-centered activities. In this investigation, student performance was examined in reformed general chemistry classes that employed student-centered active learning strategies when taught in person but employed more didactic instruction when taught online during emergency remote teaching, along with classes using traditional instruction in both modalities. In both settings, achievement gaps for underrepresented minority students in reformed courses were significantly narrowed compared to students in classes with traditional instruction, suggesting that the course structure and teaching practices beyond in-class active learning in reformed courses are significant contributors to student success.

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Section: Instructional Paradigmsmentioning

confidence: 99%

Narrowing Achievement Gaps in General Chemistry Courses with and without In-Class Active Learning

Clark

2023

J. Chem. Educ.

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“…There is a whole range of such methods, including problem‐based learning, project‐based learning (PBL), inquiry‐based learning, case‐based teaching, and the flipped classroom. According to Prince et al [19], inductive methods, compared with traditional lecture‐based deductive approaches, give students a degree of responsibility while encouraging them to learn how to approach a particular challenge.…”

Section: Introductionmentioning

confidence: 99%

Advancing engineering education: Using the three‐phase methodology to teach IoT

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Chaves

Ferreira

et al. 2022

Comp Applic In Engineering

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The multidisciplinary aspect of Internet of Things (IoT) requires teaching approaches that can support this characteristic. Research has shown that inductive teaching methods can contribute to deeper learning. The development of the three‐phase methodology (TpM), an approach that guides the many disciplines involved in the creation of IoT solutions, precipitated the development of strategies for its implementation. To test these strategies, we propose a new learning environment that uses the TpM in a postgraduate course in IoT where students are introduced to the concepts required to design, build, and test IoT solutions. The adoption of the TpM combined with extensive experimentation can produce a learning environment that encourages students’ active participation in the activities and facilitate the retention of the concepts learned. To evaluate the effectiveness of the proposed approach, we compared the results of an earlier edition of the course (2019), when the approach was not used, to two more recent ones (2020 and 2021) when it was. The same syllabus and rubrics were used in all three editions of the course. The final group projects’ grades and satisfaction surveys were used to evaluate the students’ performance and motivation. Findings indicate that the 2020 and 2021 classes performed better than the 2019's, as their final group project grades were considerably higher, indicating that the approach has an impact on the development of students’ transversal skills. The proposed learning environment encourages active participation in the activities and facilitates the retention of the concepts learned.

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