Using argumentation as a learning strategy to improve student performance in engineering Statics     

Timothy L. Foutz 《European Journal of Engineering Education》2019,44(3):312-329

ABSTRACT

Research suggests that a significant reason that a large number of students earn low grades in the fundamental engineering science course Statics is that they may be entering the course with incorrect conceptual knowledge of mathematics and physics. The self-explanation learning approach called collective argumentation helps k-12 students to understand their misconceptions of mathematical principles that often appear abstract to them. This study investigated collective argumentation as an instructional approach that helps engineering students identify and correct their misconceptions of topics taught in Statics. Results suggest that argumentation improves student performance as measured by grades earned on semester exams. Survey and focus group results suggest that students did not understand the argumentation process. Therefore, the students did not like using it as a learning approach.  相似文献   

Leveraging analytics to produce compelling and profitable film content     

Behrens  Ronny  Foutz  Natasha Zhang  Franklin  Michael  Funk  Jannis  Gutierrez-Navratil  Fernanda  Hofmann  Julian  Leibfried  Ulrike 《Journal of Cultural Economics》2021,45(2):171-211

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