Concept Warehouse Remote: Making Student Thinking Visible
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| Title: | Concept Warehouse Remote: Making Student Thinking Visible |
|---|---|
| Language: | English |
| Authors: | Koretsky, Milo |
| Source: | Advances in Engineering Education. Fall 2020 8(4). |
| Availability: | American Society for Engineering Education. 1818 N Street NW, Washington, DC 20036. Tel: 412-624-6815; Fax: 412-624-1108; Web site: http://advances.asee.org |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2020 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | DUE1821439 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | COVID-19, Engineering Education, Distance Education, Multiple Choice Tests, Teaching Methods, Active Learning, College Faculty, Thinking Skills, Large Group Instruction, Undergraduate Students, Formative Evaluation, Concept Formation, Thermodynamics, Chemical Engineering, Videoconferencing |
| ISSN: | 1941-1766 |
| Abstract: | The shift to remote teaching with the COVID-19 pandemic has made delivery of concept-based active learning more challenging, especially in large-enrollment engineering classes. I report here a modification in the Concept Warehouse to support delivery of concept questions. The new feature allows instructors to make students' reasoning visible to other students by showing selected written explanations to conceptually challenging multiple-choice questions. Data were collected for two large-enrollment engineering classes where examples are shown to illustrate how displaying written explanations can provide a resource for students to develop multi-variate reasoning skills. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1287262 |
| Database: | ERIC |
| Abstract: | The shift to remote teaching with the COVID-19 pandemic has made delivery of concept-based active learning more challenging, especially in large-enrollment engineering classes. I report here a modification in the Concept Warehouse to support delivery of concept questions. The new feature allows instructors to make students' reasoning visible to other students by showing selected written explanations to conceptually challenging multiple-choice questions. Data were collected for two large-enrollment engineering classes where examples are shown to illustrate how displaying written explanations can provide a resource for students to develop multi-variate reasoning skills. |
|---|---|
| ISSN: | 1941-1766 |
