| 1. |
- Lönngren, Johanna, 1985, et al.
(författare)
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Emotions in engineering education: Towards a research agenda
- 2020
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Ingår i: Proceedings - Frontiers in Education Conference, FIE. - : IEEE. - 1539-4565. ; 2020-October, s. 1-5
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Konferensbidrag (refereegranskat)abstract
- This Work-in-Progress research paper describes preliminary work on a research agenda for emotions in engineering education. Emotions play an important role for teaching and learning in engineering education, but research on the topic is scarce. To spur research in this area, the authors participate in an international collaboration that aims to map existing research, identify questions that are under-researched, and outline important questions for future research on emotions in engineering education. In this paper, we describe preliminary work that has been done in preparation of an international symposium during which a first draft of the research agenda on emotions in engineering education will be developed. At FIE 2020, we will present both this preparatory work and the agenda itself.
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| 2. |
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| 3. |
- Huff, James L., et al.
(författare)
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Special Session: Emotions in Engineering Education - A Roadmap to Possibilities in Research and Practice
- 2020
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Ingår i: Proceedings - Frontiers in Education Conference, FIE. - : IEEE. - 1539-4565. ; 2020-October
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Konferensbidrag (refereegranskat)abstract
- This special session invites scholarly educators and engineering education researchers to learn about nascent research and innovative practice possibilities related to emotions in engineering education. Through an interactive session, facilitators will guide participants into developing their own thinking in relation to how emotions can shed novel insight on innovative teaching solutions and educational research. We have designed the special session to catalyze community around this topical interest for both education researchers and scholarly educators.
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| 4. |
- Adawi, Tom, 1970, et al.
(författare)
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Characterizing Software Engineering Students' Discussions during Peer Instruction : Opportunities for Learning and Implications for Teaching
- 2016
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Ingår i: International Journal of Engineering Education. - 0949-149X. ; 32:2, s. 927-936
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Tidskriftsartikel (refereegranskat)abstract
- Peer instruction is a method for activating students during lectures, which has gained a considerable amount of attention in higher education due to claims of dramatic improvement in learning gains. The purpose of this qualitative research study is to investigate what types of discussions engineering students engage in during a peer instruction session and what learning possibilities that are enabled by these different types of discussions. We observed twelve students during six separate and simulated peer instruction sessions and the students were interviewed individually after the sessions.Ananalysis of the data revealed that the students engaged in three qualitatively different types of discussions: affirmative discussions, motivating discussions, and argumentative discussions. We characterize these different types of discussions in terms of the number of alternative answers the students discuss, the extent to which they draw on prior knowledge and experiences, as well as the fundamental difference between an explanation and an argument. A good opportunity for learning is opened up when students are aspiring to find the truth, not simply being satisfied with what they believe to be true. We conclude that students do not always engage in discussions that support their learning in the best way, and we discuss implications for using peer instruction as a teaching method.
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| 5. |
- Demaziere, Christophe, 1973, et al.
(författare)
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Flipping an online module in computational physics
- 2021
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Ingår i: Designing Courses with Digital Technologies: Insights and Examples from Higher Education. - New York : Routledge. ; , s. 100-104
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This chapter describes an attempt to extend the flipped-classroom approach to the online realm. This somewhat novel pedagogical approach was used when running a module in an online master's course on computational physics. During the online class meetings, students worked to solve a set of computational physics problems, using a web-based platform for coding. Based on an evaluation of student perceptions, performance and engagement, we conclude that the online flipped classroom is a promising alternative to online courses relying only on asynchronous learning activities. In the same vein, students placed great value on the interactivity during the online class meetings, meaning that teachers are well advised to do more than just lecture during online class meetings.
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| 6. |
- Stöhr, Christian, 1977, et al.
(författare)
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Flipped Classroom Research: From “Black Box” to “White Box” Evaluation
- 2018
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Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 8:1
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- The flipped (or inverted) classroom model has gained increasing interest among university teachers in recent years. In the flipped classroom approach, students are encouraged to watch short video lectures as preparation for class, and classroom time is dedicated to more active forms of learning. In this editorial, we provide a thumbnail sketch of the origins and concept of the flipped classroom followed by a summary of the contributions to this special issue, which highlight the importance of considering a range of individual as well as contextual factors when implementing and evaluating the flipped classroom approach. Based on this observation, we propose and briefly discuss realist evaluation as a promising approach to evaluating educational interventions and for advancing our theoretical understanding of the flipped classroom. We argue that realist evaluation provides an analytical framework for posing the next generation of questions about the flipped classroom and we encourage scholars to address the questions: “How or why does the flipped classroom work, for whom, and in what circumstances?”
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| 7. |
- Wallin, Patric, et al.
(författare)
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Involving Undergraduates in Research: Practices, Promises and Pointers
- 2020
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Ingår i: International Journal of Engineering Education. - 0949-149X. ; 36:3, s. 845-856
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Tidskriftsartikel (refereegranskat)abstract
- Amid clarion calls for universities to forge stronger links between research and teaching, this paper offers practical guidance for teachers wishing to involve their students in authentic research in a course setting. The pedagogical and practical pointers offered here are grounded in a longitudinal study of student learning experiences in a tissue engineering course. This course allows students to carry out a research project by participating in faculty members' ongoing research. Data was gathered using both quantitative and qualitative methods. We draw on a framework for inquiry-based learning, consisting of five phases, in order to structure the analysis of the data as well as the pedagogical and practical pointers. Overall, the students strongly valued learning about and through research, which they mainly attributed to (1) being involved in all phases of the inquiry cycle, (2) being immersed in a real research environment, and (3) at the same time being offered scaffolding through various course activities. From a practical and organizational stand-point, it is important to consider access to laboratories, equipment and consumables, as well as the running costs for projects, which can be greater than a typical laboratory course exercise.
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| 8. |
- Kjellberg, Malin, 1974, et al.
(författare)
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Challenges in implementing PBL: Chalmers Formula Student as a case
- 2015
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Ingår i: Proceedings of the 43rd Annual SEFI Conference June 29-July 2, 2015 Orléans, France. - 9782873520120
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Konferensbidrag (refereegranskat)abstract
- Over the past two decades, we have witnessed several worldwide calls for reform in engineering education. Despite these calls there is still a significant gap between educational research and practice [1]. Previous research has demonstrated that faculty are aware of student-centred teaching methods, believe in them and try them out, but find it difficult to deal with unexpected issues that arise and thus often return to more traditional teaching methods [2]. It is therefore important to identify, describe and deal with different types of challenges or barriers that have a direct bearing on educational development.In this paper, we use a case-study approach to identify and describe key challenges in relation to implementing project- and problem-based learning (PBL) in engineering education. Based on the first author’s experiences of running and developing the PBL course Chalmers Formula Student over six years, we give a thick description of challenges in connection to running a large multi-disciplinary Design-Build-Test, DBT, project. We also describe how these challenges have been addressed over the years. As a theoretical lens for identifying and describing these challenges, we draw on an extended constructive alignment framework [3].The challenges we identified do not only concern student learning or course design, but also the organisation of the course within the university and of the teacher team, different levels of communication: multicultural and cross-disciplinary within the teams, as well as external communication between the teacher team and the university, industry and society. Further challenges comprise the recruitment and composition of teams consisting of students with different skills as well as providing possibilities for the student teams to develop ownership of the project. It is also a challenge to run an industrial project and course in parallel, manifested here in the “two-hats” issue for the person acting as examiner and project manager.Some of these challenges we identified in a workshop discussing challenges with PBL courses, held by the authors at the international CDIO conference 2014 and attended by a broad spectre of teachers. The challenges discussed mainly concern course design, organisation, activities and especially assessment, which are the obvious and most important challenges when first implementing PBL methods. After some time managing a PBL course, this is especially true for large DBT projects, the full scope of challenges will unveil.These different challenges highlight the complexity of implementing PBL courses in engineering education and point to the importance of providing faculty with adequate support.
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| 9. |
- Berge, Maria, 1979, et al.
(författare)
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Comparing group and individual problem solving: A case study from Newtonian mechanics.
- 2012
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Ingår i: SEFI 40th Annual Conference 2012; Thessaloniki; Greece; 23 September 2012 through 26 September 2012. - 9782873520052 ; , s. 176-177
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Konferensbidrag (refereegranskat)abstract
- Previous research has demonstrated that many students not only emerge from their studies of physics with serious gaps in their conceptual understanding but that they also experience serious structural difficulties when solving physics problems, such as being able to see the structure of possible solutions and answers before actually solving the problem [1, 2]. One commonly implemented instructional strategy to bridge these two types of gaps is to let students solve problems in groups, as this leads to better conceptual understanding and students are able to solve more complex problems in groups than individually [3,4]. There has, however, been very little research focusing on how the problem solving process changes when students solve physics problems together rather than individually. In this case study, we explore differences and similarities in how students formulate and solve physics problems in groups and individually. The empirical data comprised video-recorded sessions of students solving problems in groups [5] and semi-structured interviews with other students solving the same set of problems individually [2]. All students were enrolled in Engineering Physics at Chalmers University of Technology in Gothenburg, Sweden. The problems were drawn from Newtonian mechanics and the solution to the problems required an understanding of basic notions such as force, friction, acceleration and system. Success on the problems also required an understanding of basic mathematical notions such as functions, systems of equations and derivatives. An analysis of the video-recordings and the interviews revealed how the students struggled with both near- and far transfer [6, 7], i.e. transfer to a similar and a different context. Moreover, different patterns of problem solving that were connected to the social context, i.e. if the problems were solved in groups or individually, became apparent. A comparison between these contexts illustrates some of the benefits of collaborative learning. Some implications for instruction are also discussed in the paper.
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| 10. |
- Adawi, Tom, 1970, et al.
(författare)
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On context in phenomenographic research on understanding heat and temperature
- 2001
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Ingår i: The 9th EARLI conference, Fribourg, August 2001, Fribourg, Switzerland.
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Konferensbidrag (refereegranskat)abstract
- Starting from an empirical study of lay adults' everyday understanding of the scientificconcepts of heat and temperature, we have found it necessary to distinguish betweendifferent meanings of the notion of context in phenomenographic research.In order to reveal interesting and important differences in the ways in which aphenomenon is experienced, the phenomenographic researcher relegates experience ofthe context to the background. To confuse the variation in ways of experiencing thecontext(s) of the study with the variation in ways of experiencing the phenomenon ofstudy is to risk losing fundamental insights.This does not mean, however, that the researcher can neglect the context(s), even if it isnot of main interest. Since the research object of a phenomenographic study is "variationin ways of experiencing something", we discuss context as experienced and interwovenwith the experience of the phenomenon. We argue that the experienced context, thecontext as created and understood by the researcher, and the relation between these arerelevant to varying degrees and in varying ways at different stages of the research project.In our paper we see the experienced context from the perspective of "who isexperiencing" the context: the individual, the collective, or the researcher (whether asphenomenographer or as physicist). This will be illustrated from the empirical data.The proposed distinctions provide a better ground for generalising the results of thestudy, since they help us to understand the differences between the research situation(s)and the research object(s).
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