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Augmenting the Classical Change Model to Promote Conceptual Learning in Core Engineering Courses

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Bibliographic Details
Title: Augmenting the Classical Change Model to Promote Conceptual Learning in Core Engineering Courses
Language: English
Authors: Prince, Michael, Koretsky, Milo, Self, Brian, Vigeant, Margot
Source: Chemical Engineering Education. Win 2020 54(1):35-41.
Availability: Chemical Engineering Education, Chemical Engineering Division of ASEE. P.O. Box 142097, Gainesville, FL 32614. Tel: 352-392-0861; Fax: 352-392-0861; e-mail: cee@che.ufl.edu; Web site: http://journals.fcla.edu/cee/
Peer Reviewed: Y
Page Count: 7
Publication Date: 2020
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1821405
1821439
1821638
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, Engineering Education, Teaching Methods, Cognitive Processes, Concept Formation, Conflict, Learning Processes, Change Strategies
ISSN: 0009-2479
Abstract: Cognitive conflict arises when students' expectation about a physical situation, such as the relative temperatures of metal and cloth, are not experimentally verified. The paper reviews this approach as a tool for promoting conceptual learning in undergraduate engineering courses, through three case studies. These cases demonstrate that cognitive conflict can be a successful strategy for engineering instructors to support students' conceptual learning in engineering as a first step to create a teachable moment.
Abstractor: As Provided
Entry Date: 2020
Access URL: https://journals.flvc.org/cee/article/view/114560
Accession Number: EJ1242191
Database: ERIC
Description
Abstract:Cognitive conflict arises when students' expectation about a physical situation, such as the relative temperatures of metal and cloth, are not experimentally verified. The paper reviews this approach as a tool for promoting conceptual learning in undergraduate engineering courses, through three case studies. These cases demonstrate that cognitive conflict can be a successful strategy for engineering instructors to support students' conceptual learning in engineering as a first step to create a teachable moment.
ISSN:0009-2479