stf4_how_do_people_learn

stf4_how_do_people_learn - Share the Future IV, 16-18 March...

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Unformatted text preview: Share the Future IV, 16-18 March 2003, Tempe, Arizona How do people learn? Jeff Froyd, Texas A&M University Share the Future IV, 16-18 March 2003, Tempe, Arizona Pre-workshop Analysis On one side of a piece of paper, briefly summarize your answers to the following questions. How would you describe learning? How does your understanding of learning affect your approach to teaching? What is your impression of how your students would describe learning? What strategies do your students use to learn engineering topics? Share the Future IV, 16-18 March 2003, Tempe, Arizona Introduction: Team Formation Self-Organize into four-person groups Want to emphasize diversity Try to organize so that you have as little in common as possible on your team Introduce yourselves (name & discipline) within the group "There is an incredible evolution of learning or education as almost the sole source of competitive advantage in an economy that has changed so much." Howard Block, Managing Director Banc of America Securities An investment-bank and brokerage subsidiary of Bank of America. Share the Future IV, 16-18 March 2003, Tempe, Arizona Challenges in Engineering Education Challenges Challenge of lifelong learning Challenge of problem solving Challenge of engineering design Challenge of transfer LASSI SCALE ENGR111 (Mean) CVEN349 (Mean) Significance* Skill Component Information Processing 60.68 60.29 0.930 Test Strategies 64.33 63.27 0.794 Selecting Main Ideas 55.18 59.29 0.342 Will Component Anxiety 60.52 67.12 0.147 Attitude 42.47 34.56 0.080 Motivation 63.30 59.29 0.397 Self-regulation Component Concentration 61.31 54.56 0.144 Self-testing 52.47 37.92 0.006 Study Aids 60.24 45.04 0.005 Time Management 55.23 47.65 0.134 Share the Future IV, 16-18 March 2003, Tempe, Arizona Challenge of Problem Solving Despite individual professors dedication and efforts to develop problem solving skill, general problem solving skill was not developed in the four years in our undergraduate program. Students graduated showing the same inability that they had when they started the program. Some could not create hypotheses; some misread problem statements. During the four- year undergraduate engineering program studied, 1974-1978, the students had worked over 3000 homework problems, they had observed about 1000 sample solutions being worked on the board by either the teacher or by peers, and they had worked many open-ended problems. In other words, they showed no improvement in problem solving skills despite the best intentions of their instructors. Woods, D. et al (1997) Developing Problem Solving Skills: The McMaster Problem Solving Program, Journal of Engineering Education, Share the Future IV, 16-18 March 2003, Tempe, Arizona Challenge of Problem Solving Ineffective approach #1. give the students open-ended problems to solve; This, we now see, is ineffective because the students get little feedback about the...
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stf4_how_do_people_learn - Share the Future IV, 16-18 March...

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