Abstract
A previous study showed that teaching difficult engineering concepts in the language of emergent processes helped students repair their misconceptions of those concepts. We further conducted an experimental study with 60 undergraduate engineering students. We were mainly interested in whether describing some difficult concepts of diffusion helped students learn those difficult concepts and improved their performance on the assessment tests on such concepts. Results show that the experimental group did significantly better on the assessment test. Implications of this study calls for further research on how to design instruction and teach difficult concept in the emergent processes. It also calls for the needs on teaching and describing difficult concepts in the language of emergent processes.
Original language | American English |
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State | Published - Apr 2011 |
Event | Annual Meeting of the American Educational Research Association (AERA) - Duration: 1 Apr 2011 → … |
Conference
Conference | Annual Meeting of the American Educational Research Association (AERA) |
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Period | 1/04/11 → … |
EGS Disciplines
- Curriculum and Instruction
- Education