改进统计学学习和结果评估的概念问题

30th Annual Frontiers in Education Conference. Building on A Century of Progress in Engineering Education. Conference Proceedings (IEEE Cat. No.00CH37135) Pub Date : 2000-10-18 DOI:10.1109/FIE.2000.896662

S. Danielson, S. Mehta

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引用次数: 2

摘要

只提供摘要形式。科学、数学或工程课程的学生通常关注的是将数字代入方程，而不是理解方程背后的基本概念。Eric Mazur(1997)开发了一些材料，帮助物理教师通过使用概念问题和同伴指导，将学生从玩弄方程转移到实际思考和学习物理概念。正在开发静态概念问题，教师可以使用这些问题来鼓励学生努力理解基本概念，并支持静态课程中的主动学习。此外，问题是针对布鲁姆(1956)的分类的不同层次。本文描述了在两个不同机构的统计学课程中使用这些问题的情况和初步结果。

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Concept questions for improved learning and outcome assessment in statics

Summary form only given. Students in science, math, or engineering classes often focus on plugging numbers into equations rather than understanding the basic concepts behind the equations. Eric Mazur (1997) developed materials to help physics teachers move students from juggling equations to actually thinking and learning the concepts of physics by use of concept questions and peer instruction. Statics concept questions that instructors can use to encourage students to grapple with underlying concepts as well as support active learning in statics classes are being developed. In addition, the questions are targeted at different levels of Bloom's (1956) taxonomy. Use of these questions in statics classes at two different institutions and initial results are described.

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30th Annual Frontiers in Education Conference. Building on A Century of Progress in Engineering Education. Conference Proceedings (IEEE Cat. No.00CH37135)

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