ABSTRACT
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ABSTRACT
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Students’ cost perceptions have been associated with lower retention and academic performance in science, technology, engineering, and mathematics (STEM). Guided by expectancy-value theory, we exam...
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As first shown by Hawking in 1975 [1], quantum theory predicts that a black hole emits thermal radiation. The possibility of observing this thermal or “Hawking” radiation from, say, a solar mass black hole is impractically small: the... more
As first shown by Hawking in 1975 [1], quantum theory predicts that a black hole emits thermal radiation. The possibility of observing this thermal or “Hawking” radiation from, say, a solar mass black hole is impractically small: the entire black hole would emit only a few hundred quanta per second, and this is much too small of a flux to possibly be observed at astronomical distances.
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In 2008, the National Science Foundation (NSF) released the report “Fostering Learning in the Networked World: The Cyberlearning Opportunity and Challenge”. NSF argued in this report that the heavy investment and focus on... more
In 2008, the National Science Foundation (NSF) released the report “Fostering Learning in the Networked World: The Cyberlearning Opportunity and Challenge”. NSF argued in this report that the heavy investment and focus on Cyberinfrastructures must be complemented by a parallel investment in Cyberlearning, “…learning that is mediated by networked computing and communications technologies.” (Borgman et al. 2008). The rationale was that information and communication technologies had reached a critical tipping point where high-end computing, cyberinfrastructures and mobile technologies were readily available for billions of users, but it was still unclear what affordances they could bring to learning in structured classroom settings and more informal learning environments.
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Transfer of learning between isomorphic artificial domains: Advantage for the abstract Jennifer A. Kaminski ( kaminski.16@osu.edu ) Center for Cognitive Science Ohio State University 210F Ohio Stadium East, 1961 Tuttle Park Place... more
Transfer of learning between isomorphic artificial domains: Advantage for the abstract Jennifer A. Kaminski ( kaminski.16@osu.edu ) Center for Cognitive Science Ohio State University 210F Ohio Stadium East, 1961 Tuttle Park Place Columbus, OH 43210, USA Vladimir M. Sloutsky ( sloutsky.1@osu.edu ) Center for Cognitive Science Ohio State University 208C Ohio Stadium East, 1961 Tuttle Park Place Columbus, OH 43210, USA Andrew Heckler ( heckler@mps.ohio-state.edu) College of Mathematical and Physical Sciences Ohio State University 425 Stillman Hall, 1947 College Road Columbus, OH 43210, USA include both physical manipulatives as well as specific instantiations of abstract concepts. They are often perceptually rich and meaningful. Mathematical concepts are traditionally represented in an abstract symbolic form, while applications of the mathematics to scientific and real-world scenarios can be thought of as concrete instances of the abstract concept. The National Council of Teachers of M...
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In 2008, the National Science Foundation (NSF) released the report “Fostering Learning in the Networked World: The Cyberlearning Opportunity and Challenge”. NSF argued in this report that the heavy investment and focus on... more
In 2008, the National Science Foundation (NSF) released the report “Fostering Learning in the Networked World: The Cyberlearning Opportunity and Challenge”. NSF argued in this report that the heavy investment and focus on Cyberinfrastructures must be complemented by a parallel investment in Cyberlearning, “…learning that is mediated by networked computing and communications technologies.” (Borgman et al. 2008). The rationale was that information and communication technologies had reached a critical tipping point where high-end computing, cyberinfrastructures and mobile technologies were readily available for billions of users, but it was still unclear what affordances they could bring to learning in structured classroom settings and more informal learning environments.
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In this work, we introduce the Materials Science Conceptual Evaluation (MSCE). This is a 31 item multiple choice test designed to complement the Materials Concept Inventory (MCI) developed in 2002 by Krause et al. In developing this... more
In this work, we introduce the Materials Science Conceptual Evaluation (MSCE). This is a 31 item multiple choice test designed to complement the Materials Concept Inventory (MCI) developed in 2002 by Krause et al. In developing this assessment, we collected data from over 700 students, including over 100 interviews, focused on areas where students struggle or have misunderstandings. There are several main goals of this article. The first is to inform the engineering education community of the existence of this evaluation and its psychometric properties, which support its validity and reliability as an assessment. The second goal is to describe our design and validation process and what we discovered to be the most, and least, important general steps for future engineering education assessment design and validation. Lastly, we will communicate some of the key findings about student difficulties with basic concepts and the required reasoning and graphical skills for an introductory materials science course.
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student learning in a university-level introductory materials science course for engineers. In a related preparatory project, we identified student difficulties with basic topics in materials science through interviews and/or testing of... more
student learning in a university-level introductory materials science course for engineers. In a related preparatory project, we identified student difficulties with basic topics in materials science through interviews and/or testing of over 1000 students at The Ohio State University. Here, we report on the implementation of concept oriented group-work lessons or “tutorials” designed to address student difficulties identified in our prior work and improve student understanding of core concepts in materials science. The lessons were designed for weekly 48 minute recitations in which students work together in small groups on the tutorials in the presence of teaching assistants who assess and facilitate student progress. To determine the learning outcome, we analyzed scores on the final exam and found that even accounting for the fact that slightly “better ” students tended to attend recitations more often, there was a valued-added effect of the recitations on final exam performance. T...
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We report on initial findings of a project to identify, study, and address student difficulties in a university-level introductory materials science course for engineers. Through interviews of over 80 students and testing of over 300... more
We report on initial findings of a project to identify, study, and address student difficulties in a university-level introductory materials science course for engineers. Through interviews of over 80 students and testing of over 300 students, we examined in detail student understanding of the mechanical properties of metals. Here we describe a number of student difficulties in understanding macroscopic properties of metals and the effects of simple processing on these properties. For example, many students have difficulty with basic definitions of mechanical properties. These difficulties include the notion that yield strength is independent of the cross sectional area of the material, the difference between the strength of a material and the stiffness of that material, and the actual definition of yield strength and Young’s modulus. Further, only half of the students recognized that drawing a metal through a tapered hole increases its strength and only half again of these students...
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The effects on transfer of learning multiple instantiations were investigated. Undergraduate college students learned one or more artificial instantiations of a simple mathematical concept. Some students were presented with instantiations... more
The effects on transfer of learning multiple instantiations were investigated. Undergraduate college students learned one or more artificial instantiations of a simple mathematical concept. Some students were presented with instantiations that communicated concreteness relevant to the to-be-learned concept, while others learned generic instantiations involving abstract symbols. Learning one or more concrete instantiations resulted in little or no transfer. While learning one concrete and one generic instantiation did result in transfer, it offered no benefit over learning only one generic instantiation. These findings suggest that learning a generic instantiation may be a direct route to an abstract schematic representation that promotes transfer.