Pub Date : 2009-10-18DOI: 10.1109/FIE.2009.5350469
David M. Beck, George Vrabel, M. Budnik
Around the world, primary and secondary schools are challenged to implement appropriate programs for their gifted and talented students. In this paper, we present how our community's public school system and our college of engineering collaboratively developed and implemented a program on Nanotechnology for a group of forty 9–11 year olds on a completely self-sustaining basis. The program's objectives and outcomes are aligned with our state's Core Science and Academic Standards. Modest student fees (US $30 per child) cover the training and salary for undergraduate students to serve as instructors, as well as the salary for the K-12 teachers/mentors to be present as additional support during the sessions. After completing the program, the children met over 90% of the objectives. Subjectively, the program was highly regarded by both parents and students. Survey results from children who attended the program and their parents were 5.00/5.00 and 4.79/5.00, respectively.
{"title":"Introduction to Nanotechnology: implementation of a cooperative program for gifted and talented elementary school children","authors":"David M. Beck, George Vrabel, M. Budnik","doi":"10.1109/FIE.2009.5350469","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350469","url":null,"abstract":"Around the world, primary and secondary schools are challenged to implement appropriate programs for their gifted and talented students. In this paper, we present how our community's public school system and our college of engineering collaboratively developed and implemented a program on Nanotechnology for a group of forty 9–11 year olds on a completely self-sustaining basis. The program's objectives and outcomes are aligned with our state's Core Science and Academic Standards. Modest student fees (US $30 per child) cover the training and salary for undergraduate students to serve as instructors, as well as the salary for the K-12 teachers/mentors to be present as additional support during the sessions. After completing the program, the children met over 90% of the objectives. Subjectively, the program was highly regarded by both parents and students. Survey results from children who attended the program and their parents were 5.00/5.00 and 4.79/5.00, respectively.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125402331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-10-18DOI: 10.1109/FIE.2009.5350772
E. Ortiz-Rivera, Andres Salazar-Llinas, Jose Velez-Delgado
Fuel cells are one of the key enabling technologies for future hydrogen economy. Some applications for fuel cells can be found in aerospace, automobile vehicles, power generation, etc. Despite their modern high-tech aura, fuel cells actually have been known to science for more than 150 years! It is the purpose of this paper to present a brief overview of the development and technology of fuel cells with its integration to the undergraduate electrical engineering education. This work attracted undergraduate students in the area of renewable energy by bringing them to a research work with a hands-on experience, where the students had the chance to study fuel cells and the feasibility of these technologies as a substitute to traditional fossil fuels. The students had the opportunity to do simulations, experiments, and acquire theory for an enriched electrical engineering undergraduate research experience. Clearly, undergraduate research works in renewable energy are an innovative and attractive way to make students aware of contemporary issues in areas like energy, globalization, state-of-the-art technologies, and attract them to pursue graduate studies in this area.
{"title":"An enriched undergraduate research experience based on the simulation, experiments, and theory of fuel cells","authors":"E. Ortiz-Rivera, Andres Salazar-Llinas, Jose Velez-Delgado","doi":"10.1109/FIE.2009.5350772","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350772","url":null,"abstract":"Fuel cells are one of the key enabling technologies for future hydrogen economy. Some applications for fuel cells can be found in aerospace, automobile vehicles, power generation, etc. Despite their modern high-tech aura, fuel cells actually have been known to science for more than 150 years! It is the purpose of this paper to present a brief overview of the development and technology of fuel cells with its integration to the undergraduate electrical engineering education. This work attracted undergraduate students in the area of renewable energy by bringing them to a research work with a hands-on experience, where the students had the chance to study fuel cells and the feasibility of these technologies as a substitute to traditional fossil fuels. The students had the opportunity to do simulations, experiments, and acquire theory for an enriched electrical engineering undergraduate research experience. Clearly, undergraduate research works in renewable energy are an innovative and attractive way to make students aware of contemporary issues in areas like energy, globalization, state-of-the-art technologies, and attract them to pursue graduate studies in this area.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125555808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-10-18DOI: 10.1109/FIE.2009.5350850
Q. Malik, Mathew J. Koehler, Punya Mishra, N. Buch, M. Shanblatt, S. Pierce
This study focuses on freshman attitudes and beliefs about engineering in a newly introduced engineering curriculum that emphasizes holistic design experiences to portray the discipline of engineering. To precisely measure these constructs, a well documented survey instrument (PFEAS) was employed. The two comparison groups were: the new design-based sequence (DS) and the previous traditional sequence (TS). The study was conducted at a time when both the sequences were available for direct comparison. Data were collected twice (pre- and post-), and changes in groups' attitudes were examined with repeated measures analysis of covariance models. We have found that freshmen join the program with positive perceptions about engineering. Students in the DS group have higher ACT scores, enjoy math and science the most, do not believe engineering to be an exact science, and have stronger parental influence in selecting engineering as a major. We did not observe appreciable group differences in how attitudes changed over time; perhaps one semester of engineering experience was not enough to effect an appreciable change in freshman attitudes. Our study forms the foundation for a longitudinal study to track attitudinal changes for the complete cycle of the design sequence. This formative evaluation will help to further understand and improve the curriculum design efforts.
{"title":"Participation in a freshman design sequence and its influence on students' attitudes towards engineering","authors":"Q. Malik, Mathew J. Koehler, Punya Mishra, N. Buch, M. Shanblatt, S. Pierce","doi":"10.1109/FIE.2009.5350850","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350850","url":null,"abstract":"This study focuses on freshman attitudes and beliefs about engineering in a newly introduced engineering curriculum that emphasizes holistic design experiences to portray the discipline of engineering. To precisely measure these constructs, a well documented survey instrument (PFEAS) was employed. The two comparison groups were: the new design-based sequence (DS) and the previous traditional sequence (TS). The study was conducted at a time when both the sequences were available for direct comparison. Data were collected twice (pre- and post-), and changes in groups' attitudes were examined with repeated measures analysis of covariance models. We have found that freshmen join the program with positive perceptions about engineering. Students in the DS group have higher ACT scores, enjoy math and science the most, do not believe engineering to be an exact science, and have stronger parental influence in selecting engineering as a major. We did not observe appreciable group differences in how attitudes changed over time; perhaps one semester of engineering experience was not enough to effect an appreciable change in freshman attitudes. Our study forms the foundation for a longitudinal study to track attitudinal changes for the complete cycle of the design sequence. This formative evaluation will help to further understand and improve the curriculum design efforts.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126292067","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-10-18DOI: 10.1109/FIE.2009.5350782
C. Caicedo, W. Cerroni
Computer networking laboratories represent a key resource for ICT-oriented academic organizations. However, due to the particular nature of their users (i.e. students who must learn and experiment while working on real network equipment), it is difficult to design and implement fully functional laboratory facilities while still complying with budget, academic and management objectives. Therefore, physical laboratories are often replaced by virtual or simulated environments, which may limit the student's learning experience. This paper describes an innovative approach to the development of computer networking laboratories. The approach defines a specific management infrastructure that allows efficient performance of all the required computer and equipment maintenance tasks, while still supporting a true hands-on experience. Another important feature is the distributed nature of the laboratory infrastructure, where multiple teams of students are allowed to work simultaneously; thus fostering student interaction and teamwork experiences.
{"title":"Design of a computer networking laboratory for efficient manageability and effective teaching","authors":"C. Caicedo, W. Cerroni","doi":"10.1109/FIE.2009.5350782","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350782","url":null,"abstract":"Computer networking laboratories represent a key resource for ICT-oriented academic organizations. However, due to the particular nature of their users (i.e. students who must learn and experiment while working on real network equipment), it is difficult to design and implement fully functional laboratory facilities while still complying with budget, academic and management objectives. Therefore, physical laboratories are often replaced by virtual or simulated environments, which may limit the student's learning experience. This paper describes an innovative approach to the development of computer networking laboratories. The approach defines a specific management infrastructure that allows efficient performance of all the required computer and equipment maintenance tasks, while still supporting a true hands-on experience. Another important feature is the distributed nature of the laboratory infrastructure, where multiple teams of students are allowed to work simultaneously; thus fostering student interaction and teamwork experiences.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125723146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-10-18DOI: 10.1109/FIE.2009.5350860
Sergio Martin1, Rosario Gil1, Eugenio Lopez1, Nuria Oliva1, Santiago Monteso, Salvador Martinez, P. Losada, M. Castro, J. Peire, C. Martínez-Mediano, N. Mileva, Roberto Hernández, R. Pastor, S. Ros, G. Díaz
Mobile devices are popular and well used by many people within our target groups, but not for learning. With the current rate of development mobile devices will have the capability of delivering high quality, multi-media content at affordable prices within next years. Performance centered approach has been proven to be more effective than the traditional lecture-practicetest (expository inductive) in training higher order skills, for preparing learners for self-learning, improving, adapting for changing jobs. This project applies performance-centered approach in mobile learning management system for educational and training purposes. Students receive a set of learning resources; description of adaptive scenarios; performance centered assessment methods and criteria for evaluation and experts' advices. Evaluation plan/strategy and the measurement instruments are aimed at measuring the effect of the project on knowledge, skills and attitudes of students and trainees.
{"title":"Work in progress - a mobile performance support system for vocational education and training","authors":"Sergio Martin1, Rosario Gil1, Eugenio Lopez1, Nuria Oliva1, Santiago Monteso, Salvador Martinez, P. Losada, M. Castro, J. Peire, C. Martínez-Mediano, N. Mileva, Roberto Hernández, R. Pastor, S. Ros, G. Díaz","doi":"10.1109/FIE.2009.5350860","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350860","url":null,"abstract":"Mobile devices are popular and well used by many people within our target groups, but not for learning. With the current rate of development mobile devices will have the capability of delivering high quality, multi-media content at affordable prices within next years. Performance centered approach has been proven to be more effective than the traditional lecture-practicetest (expository inductive) in training higher order skills, for preparing learners for self-learning, improving, adapting for changing jobs. This project applies performance-centered approach in mobile learning management system for educational and training purposes. Students receive a set of learning resources; description of adaptive scenarios; performance centered assessment methods and criteria for evaluation and experts' advices. Evaluation plan/strategy and the measurement instruments are aimed at measuring the effect of the project on knowledge, skills and attitudes of students and trainees.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125746058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-10-18DOI: 10.1109/FIE.2009.5350623
James J. Pembridge, A. Johri, Christopher B. Williams
Digital technology has become a central element of how students learn and engineers work. This paper presents findings from a naturally occurring quasi-experiment that compares the design experience of two sophomore-level engineering design teams and their use of technology. Both teams met regularly during normal class hours, but outside of class one team exclusively used technology for collaboration whereas the second team met face-to-face. The collection of data occurred over the course of a semester and included in-class and out-of-class video, logs and transcripts of online interaction, and focus groups. Analysis consisted of an iterative examination of the data followed by grounded analysis to identify students' collaborative practices. It was determined that the interaction patterns among the teams lead to designs that were similar in nature but were reached through varying processes. While there were reports of several benefits for collaboration, technology was seen to affect students' thinking and design process. The results from the study shed new light on role technology plays not only in supporting traditional design processes but also in creating novel practices. It highlights the support technology can provide to designers in industry and the classroom.
{"title":"Transformative design practices: Comparing face-to-face and technology-mediated design experiences among engineering students","authors":"James J. Pembridge, A. Johri, Christopher B. Williams","doi":"10.1109/FIE.2009.5350623","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350623","url":null,"abstract":"Digital technology has become a central element of how students learn and engineers work. This paper presents findings from a naturally occurring quasi-experiment that compares the design experience of two sophomore-level engineering design teams and their use of technology. Both teams met regularly during normal class hours, but outside of class one team exclusively used technology for collaboration whereas the second team met face-to-face. The collection of data occurred over the course of a semester and included in-class and out-of-class video, logs and transcripts of online interaction, and focus groups. Analysis consisted of an iterative examination of the data followed by grounded analysis to identify students' collaborative practices. It was determined that the interaction patterns among the teams lead to designs that were similar in nature but were reached through varying processes. While there were reports of several benefits for collaboration, technology was seen to affect students' thinking and design process. The results from the study shed new light on role technology plays not only in supporting traditional design processes but also in creating novel practices. It highlights the support technology can provide to designers in industry and the classroom.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126056734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-10-18DOI: 10.1109/FIE.2009.5350471
Nick Oswald, A. Cheville, K. High
The first iteration of a freshman “Applying Mathematics to Engineering Design” Course at Oklahoma State University was based on the successful national model of a Freshman Engineering Math course designed at Wright State University. This course is addresses issues in transfer of mathematics to engineering, motivation, and retention. The course introduces engineering applications to algebra, linear algebra, trigonometry, sinusoids, differentiation, and integration through the use of laboratory design experiences. Students who participated in this course completed several validated assessments including a mathematics attitude survey and concept inventory. Students who completed this course had higher motivation towards and continuing in engineering as compared to a control group of other freshman engineering students. No statistically significant differences were found on the concept inventory in either group.
{"title":"Work in progress - motivation for mathematics, using design with the Wright State model","authors":"Nick Oswald, A. Cheville, K. High","doi":"10.1109/FIE.2009.5350471","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350471","url":null,"abstract":"The first iteration of a freshman “Applying Mathematics to Engineering Design” Course at Oklahoma State University was based on the successful national model of a Freshman Engineering Math course designed at Wright State University. This course is addresses issues in transfer of mathematics to engineering, motivation, and retention. The course introduces engineering applications to algebra, linear algebra, trigonometry, sinusoids, differentiation, and integration through the use of laboratory design experiences. Students who participated in this course completed several validated assessments including a mathematics attitude survey and concept inventory. Students who completed this course had higher motivation towards and continuing in engineering as compared to a control group of other freshman engineering students. No statistically significant differences were found on the concept inventory in either group.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129332506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-10-18DOI: 10.1109/FIE.2009.5350509
Jordan Brindza, Jessica Szweda, Qi Liao, Yingxin Jiang, A. Striegel
It is often a daunting task for engineering students to learn programming. Learning by playing has proven to be an effective way to engage students at nearly all levels of the curriculum. In this work, we will describe how we developed modules for teaching MATLAB to freshmen engineers through the use of the Nintendo Wiimote and motion capture. Through the work of a summer REU project, we developed and prototyped a unified set of C# and MATLAB libraries for Windows entitled WiiLab. In particular, the work focused on creating an easy-to-use API that largely abstracted the complexity of interacting with the Wiimote. In the work, we describe several laboratory modules developed for WiiLab and experiences from using the Wiimote in a four hundred student freshmen engineering course.
{"title":"WiiLab: Bringing together the Nintendo Wiimote and MATLAB","authors":"Jordan Brindza, Jessica Szweda, Qi Liao, Yingxin Jiang, A. Striegel","doi":"10.1109/FIE.2009.5350509","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350509","url":null,"abstract":"It is often a daunting task for engineering students to learn programming. Learning by playing has proven to be an effective way to engage students at nearly all levels of the curriculum. In this work, we will describe how we developed modules for teaching MATLAB to freshmen engineers through the use of the Nintendo Wiimote and motion capture. Through the work of a summer REU project, we developed and prototyped a unified set of C# and MATLAB libraries for Windows entitled WiiLab. In particular, the work focused on creating an easy-to-use API that largely abstracted the complexity of interacting with the Wiimote. In the work, we describe several laboratory modules developed for WiiLab and experiences from using the Wiimote in a four hundred student freshmen engineering course.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129721121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-10-18DOI: 10.1109/FIE.2009.5350766
K. Beddoes, M. Borrego, B. Jesiek
In this paper, we analyze the approximately 60 publications concerned with women and/or gender from our much larger database of engineering education conference papers and journal articles. We focus on four regions that had at least two publications: North America, Australia, Europe, and the Middle East. In our review of these publications, we focus on geographic and disciplinary distribution of the researchers, topics and contexts represented, and the methods used. We found much overlap between regions, but also that certain topics, methods and contexts are more heavily represented in some regions than others. Regional variations as well as theoretical foundations are discussed here, and will be further analyzed in future work. Finally, we suggest that international research collaborations on gender would benefit from a theory-oriented model of collaboration.
{"title":"Mapping international perspectives on gender in engineering education research","authors":"K. Beddoes, M. Borrego, B. Jesiek","doi":"10.1109/FIE.2009.5350766","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350766","url":null,"abstract":"In this paper, we analyze the approximately 60 publications concerned with women and/or gender from our much larger database of engineering education conference papers and journal articles. We focus on four regions that had at least two publications: North America, Australia, Europe, and the Middle East. In our review of these publications, we focus on geographic and disciplinary distribution of the researchers, topics and contexts represented, and the methods used. We found much overlap between regions, but also that certain topics, methods and contexts are more heavily represented in some regions than others. Regional variations as well as theoretical foundations are discussed here, and will be further analyzed in future work. Finally, we suggest that international research collaborations on gender would benefit from a theory-oriented model of collaboration.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130147016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-10-18DOI: 10.1109/FIE.2009.5350822
B. Self, J. Widmann
Recently, a great deal of attention has been paid to conceptual knowledge in engineering. Although professors can be quite good at teaching students how to choose the appropriate equation and calculate an answer, often these students do not come away from the course with a deep conceptual appreciation of the material. The current study investigates if certain types of learning styles correlate to student conceptual learning in undergraduate dynamics.
{"title":"Work in progress - learning styles and performance on the dynamics concept inventory","authors":"B. Self, J. Widmann","doi":"10.1109/FIE.2009.5350822","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350822","url":null,"abstract":"Recently, a great deal of attention has been paid to conceptual knowledge in engineering. Although professors can be quite good at teaching students how to choose the appropriate equation and calculate an answer, often these students do not come away from the course with a deep conceptual appreciation of the material. The current study investigates if certain types of learning styles correlate to student conceptual learning in undergraduate dynamics.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128673256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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