Introducing 'Concept Question' writing assignments into upper-level engineering courses.
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| Title: | Introducing 'Concept Question' writing assignments into upper-level engineering courses. |
|---|---|
| Authors: | Davis, Kirsten A.1 kad@purdue.edu, Mogg, William A.2, Callaghan, David P.3, Birkett, Greg R.2, Knight, David B.4, O'Brien, Katherine R.2 |
| Source: | European Journal of Engineering Education. Dec 2021, Vol. 46 Issue 6, p931-950. 20p. |
| Subjects: | Writing readiness, Engineering education, Concept learning, Learning, Student assignments |
| Abstract: | In this paper, we introduce 'Concept Questions,' a weekly writing assignment that has been incorporated into multiple upper-level engineering courses at a single university with the intent of enhancing students' conceptual understanding of the course content. To explore the influence of this activity on students in these courses, we compared students' scores on the Concept Question assignments with their final exam scores, analysed students' open-ended responses to questions regarding their learning in the course, and surveyed students who had taken these courses in previous semesters to understand how the Concept Question assignments may have influenced their learning approaches in subsequent courses. Our analysis revealed that students highlighted a variety of learning outcomes from the Concept Questions assignments and their performance on the assignments was correlated with their final exam scores. However, most students did not report that these assignments had changed their learning approaches overall. This paper supports prior work suggesting that such assignments can be helpful in individual engineering courses, but further work is needed to explore student learning across courses. [ABSTRACT FROM AUTHOR] |
| Copyright of European Journal of Engineering Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Engineering Source |
| FullText | Text: Availability: 0 |
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| Header | DbId: egs DbLabel: Engineering Source An: 154122175 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/03043797.2021.1943649 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 931 Subjects: – SubjectFull: Writing readiness Type: general – SubjectFull: Engineering education Type: general – SubjectFull: Concept learning Type: general – SubjectFull: Learning Type: general – SubjectFull: Student assignments Type: general Titles: – TitleFull: Introducing 'Concept Question' writing assignments into upper-level engineering courses. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Davis, Kirsten A. – PersonEntity: Name: NameFull: Mogg, William A. – PersonEntity: Name: NameFull: Callaghan, David P. – PersonEntity: Name: NameFull: Birkett, Greg R. – PersonEntity: Name: NameFull: Knight, David B. – PersonEntity: Name: NameFull: O'Brien, Katherine R. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec 2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 03043797 Numbering: – Type: volume Value: 46 – Type: issue Value: 6 Titles: – TitleFull: European Journal of Engineering Education Type: main |
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