scholarly journals Assessing Effects of Challenge-Based Instruction on Conceptual Understanding In Heat Transfer

2015 ◽  
Author(s):  
Christopher Cirenza ◽  
Thomas Diller
Keyword(s):  
Heat Transfer ◽  
Conceptual Understanding ◽  
Based Instruction

Investigative Active Learning and the Teaching of Heat Transfer

1999 ◽  
Author(s):  
Edward E. Anderson
Keyword(s):  
Heat Transfer ◽  
Active Learning ◽  
General Solution ◽  
Transfer Problem ◽  
Solution Process ◽  
Research Literature ◽  
Structural Wall ◽  
Learning Techniques ◽  
Computer Based ◽  
Based Instruction

Abstract The benefits and advantages of investigative active learning are well documented throughout cognition and educational psychology research literature. But, these techniques are not extensively used in higher education and particularly engineering education. In this paper, a model is presented for applying computer based instruction (CBI) techniques to investigative active learning as practiced in a typical undergraduate heat transfer course. This model is demonstrated with the heat transfer through a composite structural wall problem. An investigative approach is used to coach students as they learn the general solution process. Several different active learning techniques are then applied as a student progresses through each step of the general solution process. These techniques are applicable to any heat transfer problem and when properly implemented, they should improve the learning of the general solution process. The demonstration example is best experienced with a computer. Individuals wishing to explore this model may do so at http://129.118.17.180/mvweb.

Exploration of Hands-On Discovery Pedagogy in Heat Transfer

2013 ◽  
Author(s):  
Thomas E. Diller ◽  
Chris Williams
Keyword(s):  
Heat Transfer ◽  
Heat Flux ◽  
Problem Solving ◽  
Conceptual Understanding ◽  
Heat Energy ◽  
Concept Inventory ◽  
Heat Flux Sensors ◽  
Hands On ◽  
Authentic Problems ◽  
Transfer Principles

Recent research in the development of the “Thermal and Transport Concept Inventory” test (TTCI) has shown that, despite completing several related courses, students have significant misconceptions of heat transfer principles such as the differences between heat, energy and temperature. This lack of conceptual understanding limits students’ problem-solving abilities (and thus their transition to expertise) and their ability to transfer knowledge to other courses and contexts. This research demonstrates how this problem can be addressed by integrating hands-on workshops into a traditional heat transfer lecture course. The workshops are designed to actively engage students in exploration and discovery using authentic problems. Using heat flux sensors allows students to physically observe abstract phenomena that cannot be easily observed.

scholarly journals Designing a Coherence- & Concept-Based Modular Course to Facilitate Students’ Understanding of Crosscutting Concepts

2021 ◽  
Vol 83 (5) ◽  
pp. 291-297
Author(s):  
Dongxue Jin ◽  
Enshan Liu
Keyword(s):  
High School Students ◽  
Conceptual Understanding ◽  
Scientific Concept ◽  
Structured Interviews ◽  
School Students ◽  
Course Structure ◽  
Concept System ◽  
5E Instructional Model ◽  
Based Instruction ◽  
Crosscutting Concepts

Crosscutting concepts (CCCs) are superordinate in the scientific concept system, common across disciplines, and very abstract. These characteristics, with the addition of incoherence in their curricular presentation, can challenge instructors. We designed a modular course based on coherence and conceptual understanding. The course structure was arranged in accordance with intra- and inter-unit coherence of CCCs, and each lesson was prepared according to “concept-based instruction” and the “5E instructional model.” The results of the pretest and posttest and the semi-structured interviews consistently showed that the participating high school students significantly improved their understanding of CCCs, thus supporting the effectiveness of the modular course.

scholarly journals An Overview of Learning Cycles in Science Inquiry-based Instruction

2020 ◽  
Vol 16 (2) ◽  
pp. 76-81
Author(s):  
Christian Nicol ◽  
Emmanuel Gakuba ◽  
Gonzague Habinshuti
Keyword(s):  
Conceptual Understanding ◽  
Science Inquiry ◽  
Learning Cycle ◽  
Learning Goals ◽  
Transfer Of Knowledge ◽  
Comprehensive Overview ◽  
Adequate Information ◽  
Learning Cycles ◽  
Based Instruction ◽  
Evaluation Of Learning

While a plethora of researchers have acknowledged the importance of learning cycles as a model of instruction in a constructivist supported enquiry science education, the rising number of learning cycle models however raises compelling questions about validity, hence the need for a comprehensive overview and analysis of the comparative strengths and weaknesses of these models. This paper examined among the very many, four major learning cycles; 3E, 5E, 7E and 9E, on the scales of knowledge construction, to provide adequate information for decision making regarding their preference and use. While the 3E provides the very basic framework for expansion, it missed addressing the learners’ initial dialogic engagement with teachers as well as summative evaluation of learning. Critical analysis informed the conclusion that there are three main goals common to the learning cycles under review namely; the development of conceptual understanding, process skills and critical thinking. A well-planned and implemented 5E model generally meets the inquiry-based constructivist learning goals, although it is silent on transfer of knowledge outside of the classroom. This transfer of knowledge, provided for in the 7E, is the major meaningful difference between 5E and 7E. The three new phases introduced in the 9E, Echo, Emend and E-search, were assessed to be redundant. After a thorough needs assessment of the phases of the learning cycles under review, a six-phase learning cycle is proposed comprising Engage, Explore, Explain, Elaborate, Evaluate and Extend.

scholarly journals Pre-service Elementary Teachers’ Mental Model on Heat Transfer Concept as the Effect of Applying CDOI Model Integrated MIKiR Approach

2021 ◽  
Vol 13 (3) ◽  
pp. 1868-1876
Author(s):  
Jeanne Miera Mangangantung ◽  
Tommy Tanu Wijaya ◽  
Riki Apriyandi Putra ◽  
Neni Hermita
Keyword(s):  
Heat Transfer ◽  
Elementary Teachers ◽  
Conceptual Understanding ◽  
Teacher Candidates ◽  
Mental Model ◽  
Conceptual Development ◽  
Experimental Approach ◽  
School Teacher ◽  
Primary Teachers ◽  
High Level

The purpose of this study is to strengthen the mental model of prospective elementary school teacher candidates by using the MIKiR (mengalami, interaksi, komunikasi, internalisasi, and refleksi) method, which is directed towards conceptual growth and is based on the MIKiR framework (CDOI Model). The research was carried out utilizing a pre-experimental approach with a pretest-posttest design in one group for this study. The research was carried out on pre-service primary teachers at the Universitas Riau, in Indonesia. The instrument used to collect data was a heat transfer conceptual understanding test (HTCU Test), which consisted of three sections of the question, each of which had previously been verified and evaluated to ensure that the participants were eligible. Using the MIKiR approach (experiencing, interaction, communication, and reflection), this study found that implementing the CDOI model of conceptual development-oriented instruction had a high level of success in enabling the creation of mental models. Furthermore, it can aid in the conceptualization and development of the concept of heat transfer and the formulation and overall knowledge of the concept.

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