Materials Similar to Improving Engineering Students’ Design Skills in a Project-Based Learning Course by Addressing Epistemological Issues

home » Detail Page » Similar Materials

Materials Similar to Improving Engineering Students’ Design Skills in a Project-Based Learning Course by Addressing Epistemological Issues

44%: The Role of Student Reflection in Project-based Learning Physics Courses
41%: Student Epistemologies in Project-based Learning Courses
36%: Characterizing the 'design-science gap' in an engineering design-based laboratory unit in an introductory physics course for future engineers
36%: Problem-based learning in upper division courses: Student successes, perceptions, and reactions
36%: The impact of problem-based learning on engineering students’ beliefs about physics and conceptual understanding of energy and momentum
35%: Problem Based Learning In An Undergraduate Electrical Engineering Course
34%: Shifting the learning gears: Redesigning a project-based course on soft matter through the perspective of constructionism
32%: Think First, Act Later - A Course Structure for Improving Student Designed Experiments
31%: Improving students’ understanding of quantum measurement. II. Development of research-based learning tools
31%: Impacts on student learning, confidence, and affect in a remote, large-enrollment, course-based undergraduate research experience in physics
31%: Students’ Expectations and Responses to Active Learning in Undergraduate Engineering Courses
31%: Physics By Inquiry: Addressing Student Learning and Attitude
30%: College physics students' epistemological self-reflection and its relationship to conceptual learning
30%: Student experiences in traditional and active learning classrooms in introductory physics courses
30%: Design-based research project to develop a science and engineering education program linking field trip experiences to classroom experiences.
30%: How perception of learning environment predicts male and female students’ grades and motivational outcomes in algebra-based introductory physics courses
30%: Helping Students Learn Quantum Mechanics using Research-Validated Learning Tools
30%: Sensitivity of Learning Gains on the Force Concept Inventory to Students’ Individual Epistemological Changes
30%: Exploring Student Learning Profiles in Algebra-based Studio Physics: A Person-Centered Approach