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Beyond active learning: Critical factors for learning in labs
Linköping University, Department of Science and Technology, Physics and Electronics. Linköping University, Faculty of Science & Engineering. (Ingenjörsvetenskapens didaktik)ORCID iD: 0000-0002-7708-069X
2017 (English)Conference paper (Refereed)
Abstract [en]

Active learning is generally defined as an approach that engages students in the learning process and is supposed to lead to consistently better and deeper understanding. In an earlier study students in mechanics were offered the choice between labs using probe-ware (MBL) [FMCE normalised gain: 48%] and experimental problem-solving labs [18% gain]. Both options were considered to employ active learning, but the difference in gains was remarkable. As this contradicts the conclusions in the literature a follow-up study was performed. Analysis of video recordings from the labs showed that in probe-ware labs students linked observed data to concepts, whereas students in the problem-solving labs made little use of physical concepts in their modeling of phenomena. One implication of this study is that we have to go beyond surface interpretations of “active learning”, and in a detailed and nuanced way look into the ways in which students are actually active in a learning environment.

Place, publisher, year, edition, pages
2017.
Keyword [en]
Active learning, lab-work, engineering education research
National Category
Didactics
Identifiers
URN: urn:nbn:se:liu:diva-138020OAI: oai:DiVA.org:liu-138020DiVA: diva2:1105958
Conference
7th Research in Engineering Education Symposium (REES), Bogotá, July 6-8, 2017.
Funder
Swedish Research Council, VR 721-2011-5570
Available from: 2017-06-06 Created: 2017-06-06 Last updated: 2017-06-15Bibliographically approved

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  • apa
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Output format
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