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Improving engineering students’ learning through the use of a variation approach: Examples from a research- based learning environment in mechanics.
Linköping University, Department of Science and Technology, Physics and Electronics. Linköping University, The Institute of Technology. (Ingenjörsvetenskapens didaktik)ORCID iD: 0000-0002-7708-069X
2010 (English)In: ReflekTori 2010 / [ed] Myller, E, Espoo: Dipoli-Reports , 2010, 46-56 p.Conference paper (Refereed)
Abstract [en]

In this paper I describe a study wthere 25 students of a total of 111 in taking a physics course for engineering students participated in 16 hours of alternative, conceptual, labs instead of 16 hours of regular, non-conceptual, labs. All students participated in the same set of lectures and the same problem-solving sessions. A feature of the conceptual labs is the use of technology as a tool to aid students’ inquiry. In addition, systematic variation, based on the theory of variation, has been introduced into the design of the assigned tasks. Results from the a “Force and Motion Conceptual test (FMCE)” show a marked difference in achievement, with normalised gain of 48% for the students participating in the conceptual labs and 18% for the students participating in the non-conceptual labs. Some data from video-recordings of student courses of action in the conceptual labs will are also be presented.

Place, publisher, year, edition, pages
Espoo: Dipoli-Reports , 2010. 46-56 p.
Keyword [en]
Engineering education research, design-based research, lab-work, learning environment, variation theory, conceptual learning
National Category
URN: urn:nbn:se:liu:diva-65600ISBN: 978-952-60-3477-5ISBN: 978-952-60-3478-2OAI: diva2:397177
ReflekTori 2010
Available from: 2011-02-16 Created: 2011-02-12 Last updated: 2013-09-12Bibliographically approved

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Bernhard, Jonte
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Physics and ElectronicsThe Institute of Technology

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