Journal article
Implementing and Assessing Interactive Physical Models in the Fluid Mechanics Classroom*
Research in Engineering Education, Vol.32(6), pp.2501-2516
2016
Abstract
In this study miniaturized physical models were used that consist of a base unit and two fluid mechanics cartridges in a junior-level chemical engineering classroom (N = 38). The implementation was structured using Bloom's taxonomy to characterize modes in which concepts were presented and learned by the students and the learning evaluated from an ICAP hypothesis (Interactive, Constructive, Active, Passive) perspective, Anderson's Information Processing Theory, and cognitive load theory. Pre-and post-tests in the form of quantitative assessments were administered after implementation with a passive control group and an interactive group using physical models. Findings indicate the interactive group achieved larger learning gains when paired with higher-level Bloom's activities, with three assessment questions showing statistical significance. These results indicate that interactive pedagogies linked with higher-level Bloom's activities help students store information in their long-term memory better than passive pedagogies. Additionally, results support the ICAP hypothesis because the interactive sessions lead to higher learning gains than a passive session. Primary conclusions are that students who engage in high interactivity concepts achieve learning gains when the instructional design is paired with higher-level Bloom's activities. Conversely, when students are presented with lower level concepts that have high element interactivity they show no difference in learning gains at lower Bloom's taxonomy levels. The collective evidence supports a specific niche for the use of physical models in interactive environments where student learning of high interactivity concepts is paired with higher-level Bloom's activities.
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Details
- Title
- Implementing and Assessing Interactive Physical Models in the Fluid Mechanics Classroom*
- Creators
- Jacqueline K. Burgher (Author)David Finkel (Author)Bernard J. Van Wie (Author)OLUSOLA ADESOPE (Author) - Washington State University, UNKNOWN
- Publication Details
- Research in Engineering Education, Vol.32(6), pp.2501-2516
- Academic Unit
- Education, College of
- Identifiers
- 99900602827701842
- Language
- English
- Resource Type
- Journal article