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Abstract Title: Motivating students to take the less-travelled road to deep learning
Abstract: Many instructors want their students to learn for deeper understanding. When students enter our college physics class they most likely associate "school learning" with rote memorization and have lost a sense of what it means to learn for understanding. Research shows that a two-pronged approach is needed for students to take a deep approach to learning: 1) The learning environment has to support deep understanding, and 2) attention must be paid to change students' conceptions of learning and motivate them to take the plunge. In designing our introductory physics course we focused on a) aligning all course elements to promote deep learning, b) implementing specific activities to help students access productive deep learning resources that they don't normally associate with "school learning," and c) motivating students to take the "difficult path" to deep understanding. Through interviews we found that students view the class as both challenging and enjoyable.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Yuhfen Lin
Florida International University
11200 S.W. 8th St
CP 204
Miami, FL 33199
Co-Author(s)
and Co-Presenter(s)
David T. Brookes, Florida International University