Value added or misattributed? A multi-institution study on the educational benefit of labs for reinforcing physics content

Instructional labs are widely seen as a unique, albeit expensive, way to teach scientific content. We measured the effectiveness of introductory lab courses at achieving this educational goal across nine different lab courses at three very different institutions. These institutions and courses encompassed a broad range of student populations and instructional styles. The nine courses studied had two key things in common: the labs aimed to reinforce the content presented in lectures, and the labs were optional. By comparing the performance of students who did and did not take the labs (with careful normalization for selection effects), we found universally and precisely no added value to learning from taking the labs as measured by course exam performance. This work should motivate institutions and departments to reexamine the goals and conduct of their lab courses, given their resource-intensive nature. We show why these results make sense when looking at the comparative mental processes of students involved in research and instructional labs, and offer alternative goals and instructional approaches that would make lab courses more educationally valuable.Comment: Accepted to Phys Rev PE

Different Methods of Embodied Cognition in Pedagogy and its Effectiveness in Student Learning

The Mathematical Ideas Analysis hypothesizes that abstract mathematical reasoning is unconsciously organized and integrated with sensory-motor experience. Basic research testing movement, language, and perception during math problem solving supports this hypothesis. Applied research primarily measures students’ performance on math tests after they engage in analogous sensory-motor tasks, but findings show mixed results. Sensory-motor tasks are dependent on several moderators (e.g., instructional guidance, developmental stage) known to help students learn, and studies vary in how each moderator is implemented. There is little research on the effectiveness of sensory-motor tasks without these moderators. This study compares different approaches to working with an interactive application designed to emulate how people intrinsically solve algebraic equations. A total of 130 participants (84 females, 54 males) were drawn from a pool of Introductory Psychology students attending San Jose State University. Participants were placed in three different learning environments, and their performance was measured by comparing improvement between a pre-test and a post-test. We found no difference between participants who worked alone with the application, were instructed by the experimenter while using the application, or who instructed the experimenter on how to solve equations using the application. Further research is needed to examine how and whether analogous sensory-motor interfaces are a useful learning tool, and if so, what circumstances are ideal for sensory-motor interfaces to be used

Trialing project-based learning in a new EAP ESP course: A collaborative reflective practice of three college English teachers

Currently in many Chinese universities, the traditional College English course is facing the risk of being ‘marginalized’, replaced or even removed, and many hours previously allocated to the course are now being taken by EAP or ESP. At X University in northern China, a curriculum reform as such is taking place, as a result of which a new course has been created called ‘xue ke’ English. Despite the fact that ‘xue ke’ means subject literally, the course designer has made it clear that subject content is not the target, nor is the course the same as EAP or ESP. This curriculum initiative, while possibly having been justified with a rationale of some kind (e.g. to meet with changing social and/or academic needs of students and/or institutions), this is posing a great challenge for, as well as considerable pressure on, a number of College English teachers who have taught this single course for almost their entire teaching career. In such a context, three teachers formed a peer support group in Semester One this year, to work collaboratively co-tackling the challenge, and they chose Project-Based Learning (PBL) for the new course. This presentation will report on the implementation of this project, including the overall designing, operational procedure, and the teachers’ reflections. Based on discussion, pre-agreement was reached on the purpose and manner of collaboration as offering peer support for more effective teaching and learning and fulfilling and pleasant professional development. A WeChat group was set up as the chief platform for messaging, idea-sharing, and resource-exchanging. Physical meetings were supplementary, with sound agenda but flexible time, and venues. Mosoteach cloud class (lan mo yun ban ke) was established as a tool for virtual learning, employed both in and after class. Discussions were held at the beginning of the semester which determined only brief outlines for PBL implementation and allowed space for everyone to autonomously explore in their own way. Constant further discussions followed, which generated a great deal of opportunities for peer learning and lesson plan modifications. A reflective journal, in a greater or lesser detailed manner, was also kept by each teacher to record the journey of the collaboration. At the end of the semester, it was commonly recognized that, although challenges existed, the collaboration was overall a success and they were all willing to continue with it and endeavor to refine it to be a more professional and productive approach

The role of pedagogical tools in active learning: a case for sense-making

Evidence from the research literature indicates that both audience response systems (ARS) and guided inquiry worksheets (GIW) can lead to greater student engagement, learning, and equity in the STEM classroom. We compare the use of these two tools in large enrollment STEM courses delivered in different contexts, one in biology and one in engineering. The instructors studied utilized each of the active learning tools differently. In the biology course, ARS questions were used mainly to check in with students and assess if they were correctly interpreting and understanding worksheet questions. The engineering course presented ARS questions that afforded students the opportunity to apply learned concepts to new scenarios towards improving students conceptual understanding. In the biology course, the GIWs were primarily used in stand-alone activities, and most of the information necessary for students to answer the questions was contained within the worksheet in a context that aligned with a disciplinary model. In the engineering course, the instructor intended for students to reference their lecture notes and rely on their conceptual knowledge of fundamental principles from the previous ARS class session in order to successfully answer the GIW questions. However, while their specific implementation structures and practices differed, both instructors used these tools to build towards the same basic disciplinary thinking and sense-making processes of conceptual reasoning, quantitative reasoning, and metacognitive thinking.Comment: 20 pages, 5 figure

Implementing digital visualization technology within AEC education: a pedagogical intervention

2018 Summer.Includes bibliographical references.As the years progressed, the discipline of architecture, engineering, and construction (AEC) continues to evolve in education and the practice due to advances in digital visualization technology—specifically in the virtual presentations. Research has shown that digital visualization influences end-users by facilitating productive and efficient communication between stakeholders in the built environment. Digital visualizations tools give the AEC professionals and the building end-users the ability to access information quickly and easily while promoting visualization of information in a three-dimensional configuration rather than multiple two-dimensional drawings. Not only has research shown that digital visualization has influenced the professional community, but it has also changed the context in how the higher education is taught in the AEC fields of study. In today's professional society, a common fundamental skill expected in the workforce is the knowledge of the latest software technology used in the industry: such as Autodesk Revit, AutoCAD, and SketchUp. In addition, students are expected to communicate and receive information from the latest technology and understand the graphic communications in the workforce by using their spatial cognition. Studies have shown that when individuals use three-dimensional software programs, a person's spatial cognition scientifically improves and they can mentally visualize two-dimensional, three-dimensional, and four-dimensional drawings. By using previous studies that focus on the importance of educating students by engaging them to virtual presentations and digital formatting software, this research was tested first-year AEC students during the fall 2017 on how developed their spatial cognition is with an eight-question quiz that challenges their spatial cognition abilities. Before the pedagogical intervention of their first-year drafting course, which incorporates with the latest industry technology, a quiz was sent to all participants of this research during the beginning of the fall 2017 semester. After the pedagogical intervention, the same eight-question quiz sent out to the same participants at the end of the fall 2017 semester to see if their spatial cognition improved from their first-year drafting course. By comparing the pre-quiz scores to the post-quiz score, this research was able to determine if the curriculum being taught is making an impact on the student and are helping them prepare for a successful career in the AEC field. The framework for this research focused on the academia digital visualization technology influenced by the pedagogical approaches in higher education and the student's learning in the AEC higher education. This study focused on how digital visualization tools influence a student's spatial cognition within an entry-level drafting course. This was achieved with an eight-question quiz that was given to the students twice; once in the beginning of the fall 2017 semester and again at the end of the fall 2017 semester

Takagi-Sugeno fuzzy perpose as speed controller in indirect field oriented control of induction motor drive

This paper deal with the problem in speed controller for Indirect Field Oriented Control of Induction Motor. The problem cause decrease performance of Induction Motor where it widely used in high-performance applications. In order decrease the fault of speed induction motor, Takagi- Sugeno type Fuzzy logic control is used as the speed controller. For this, a model of indirect field oriented control of induction motor is built and simulating using MATLAB simulink. Secondly, error of speed and derivative error as the input and change of torque command as the output for speed control is applied in simulation. Lastly, from the simulation result overshoot is zero persent, rise time is 0.4s and settling time is 0.4s. The important data is steady state error is 0.01 percent show that the speed can follow reference speed. From that simulation result illustrate the effectiveness of the proposed approach

Links between the personalities, styles and performance in computer programming

There are repetitive patterns in strategies of manipulating source code. For example, modifying source code before acquiring knowledge of how a code works is a depth-first style and reading and understanding before modifying source code is a breadth-first style. To the extent we know there is no study on the influence of personality on them. The objective of this study is to understand the influence of personality on programming styles. We did a correlational study with 65 programmers at the University of Stuttgart. Academic achievement, programming experience, attitude towards programming and five personality factors were measured via self-assessed survey. The programming styles were asked in the survey or mined from the software repositories. Performance in programming was composed of bug-proneness of programmers which was mined from software repositories, the grades they got in a software project course and their estimate of their own programming ability. We did statistical analysis and found that Openness to Experience has a positive association with breadth-first style and Conscientiousness has a positive association with depth-first style. We also found that in addition to having more programming experience and better academic achievement, the styles of working depth-first and saving coarse-grained revisions improve performance in programming.Comment: 27 pages, 6 figure

Promoting transfer and an integrated understanding for pre-service teachers of technology education

The ability of pre-service teachers (PSTs) to transfer learning between subjects and contexts when problem solving is critical for developing their capability as technologists and teachers of technology. However, a growing body of literature suggests this ability is often assumed or over-estimated, and rarely developed explicitly within courses or degree programmes. The nature of the problems tackled within technology are such that solutions draw upon knowledge from a wide range of contexts and subjects, however, the internal organization and structure of institutions and schools tends to compartmentalize rather integrate these. Providing a knowledge base and strategies to enhance PSTs’ awareness of and skills in transferring knowledge may allow for a more integrated understanding to develop. The importance of developing this ability to transfer knowledge is heightened as PSTs will, in turn, be responsible for developing the similar capabilities of their future students. This paper begins by considering problem solving in technology education and some of the issues associated with learning transfer. Thereafter, a framework and strategy for better integrating learning between courses is described and forms the basis for developments in an initial teacher education degree programme for technology education. Provisional data from evaluations and PSTs’ work indicated a positive effect in enhancing their thinking and additional data collected in the form of questionnaires, interviews and course work further illuminate this finding. It is argued that the development framework and approach enhances PSTs’ mental models of teaching technology and offers a significant step forward in promoting skills in the transfer of future learning between subjects; something increasingly critical for 21st century STEM Education