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disciplinary model-based reasoning and metacognition underlies good estimation performance by engineering undergraduates 14

Disciplinary model-based reasoning and metacognition underli...

引用

14th international Conference of the Learning Sciences: The interdisciplinarity of the Learning Sciences, ICLS 2020

作者： Kothiyal, Aditi Murthy, Sahana Laboratory EPFL Switzerland Inter-Disciplinary Programme in Educational Technology IIT Bombay India

ISBN: (纸本)9781732467262

Engineers routinely make estimates of physical quantities, such as power, before they begin designing or making (Dym et al, 2005). However, there is very little clarity regarding the process of estimation problem solving. We need to understand the processes underlying good estimation performance before we design teaching-learning strategies for estimation. In this paper, we report on the second iteration of a design-based research project to understand and support estimation problem solving among engineering undergraduates. We designed a software environment with several resources and scaffolds for solving estimation problems. By analyzing student actions as they solve an estimation problem in this environment, we identified the problem-solving processes that lead to good estimation performance. We found that good estimators built models using a simulator, conceptual knowledge and disciplinary reasoning, and performed frequent evaluation and planning. These findings have implications for the teaching and learning of estimation. © ISLS.

关键词： Scaffolds

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Effect of think-pair-share in a large CS1 class: 83% sustained engagement

Effect of think-pair-share in a large CS1 class: 83% sustain...

引用

9th Annual international Computing Education Research Conference, ICER 2013

作者： Kothiyal, Aditi Majumdar, Rwitajit Murthy, Sahana Iyer, Sridhar Inter-disciplinary Programme in Educational Technology IIT Bombay India Department of Computer Science and Engineering IIT Bombay India

ISBN: (纸本)9781450322430

Think-Pair-Share (TPS) is a classroom-based active learning strategy, in which students work on a problem posed by the instructor, first individually, then in pairs, and finally as a classwide discussion. TPS has been recommended for its benefits of allowing students to express their reasoning, reflect on their thinking, and obtain immediate feedback on their understanding. While TPS is intended to promote student engagement, there is a need for research based evidence on the nature of this engagement. In this study, we investigate the quantity and quality of student engagement in a large CSl class during the implementation of TPS activities. We did classroom observations of students over a period of ten weeks and thirteen TPS activities. We determined patterns of student engagement in the three phases using a real-time classroom observation protocol that we developed and validated. We found that 83% of students on average were fully or mostly engaged. Predominant behaviors displayed were writing the solution to the problem (Think), discussing with neighbor or writing (Pair), and following class discussion (Share). We triangulated results with survey data of student perceptions. We find that students report being highly engaged for 62% during Think phase and 70% during Pair phase. Copyright © 2013 ACM.

关键词： Students

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What's Worth Solving? An Expert Study to Identify Problem-Finding Strategies within a Socio-Scientific Issue 15

What's Worth Solving? An Expert Study to Identify Problem-Fi...

引用

15th international Conference on Computer-Supported Collaborative Learning, CSCL 2022

作者： Rathod, Balraj B. Murthy, Sahana Inter-disciplinary Programme in Educational Technology IIT Bombay India Department of Curriculum and Pedagogy University of British Columbia Vancouver Canada

ISBN: (纸本)9781737330646

A problem becomes an investigation's point, leading to the incremental construction of new knowledge and contributing to a broader problem-solving procedure. Often, it is identified through observation, research through literature, or suggested by a teacher. However, little is known about how problem finding (PF) can be developed as a strategic skill within educational settings. Thus, this article aims to understand the high leverage processes required to do PF. We use socio-scientific issues (SSI) as a meaningful context for its complexity and ethical nature. Thus, a case study involving three STEM domain experts is used to understand the processes required to negotiate a controversial SSI. Findings indicate that strategic use of collaborative argumentation and socio-scientific reasoning competencies can facilitate finding problems worth solving. © ISLS.

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Demystifying networking: Teaching non-majors via analogical problem-solving

Demystifying networking: Teaching non-majors via analogical ...

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44th ACM Technical Symposium on Computer Science Education, SIGCSE 2013

作者： Iyer, Sridhar Murthy, Sahana Department of Computer Science and Engineering Indian Institute of Technology Bombay Powai Mumbai India Educational Technology Inter-Disciplinary Programme Indian Institute of Technology Bombay Powai Mumbai India

ISBN: (纸本)9781450320306

The goals of a typical Networking course for Computer Science majors include getting students to learn the relevant concepts, delving into details of various protocols, and using Networking utilities. Such focus on low-level details is unlikely to be interesting to non-majors. Also, there is a larger danger of students not understanding the basic concepts due to the perceived complexity in the details and technical jargon. We address both these issues by teaching Networking concepts through solving problems in analogical real-life scenarios. The main idea of our approach is: The instructor poses an analogy problem, students work in groups to devise solutions, followed by a class discussion to map the analogy problem as well as its solution to their corresponding technical details in Networking domain. Thus we emphasize the core concepts of Networking and demystify the specialized technical details. Across three offerings of this course, we have found that: (i) our students' performance on typical Networking questions is comparable or higher than traditionally taught students, (ii) students can solve unseen technical problems, (iii) students' confidence in tackling technical questions is high. Copyright © 2013 ACM.

关键词： Students

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Teaching with Visualizations in Classroom Setting: Mapping Instructional Strategies to Instructional Objectives

Teaching with Visualizations in Classroom Setting: Mapping I...

引用

international Workshop on technology for Education, T4E

作者： Gargi Banerjee Mrinal Patwardhan Madhuri Mavinkurve Inter-disciplinary programme in Educational Technology IIT Bombay Mumbai India

Visualizations have been used for teaching and learning but research on their integration in classroom instruction is not that extensive. Recommendations by existing learning taxonomies for instructional strategies to use for given educational objectives are at a macro level. However, with instructors' instructional objectives being at a more granular level, it becomes difficult for them to decide which strategy to use for their objective and how to implement it. The goal of this paper is two-fold - a) create and validate a mapping strategy between instructional objectives and instructional strategies with visualization and b) recommend an implementation plan for the chosen strategy. In this paper, we present a set of instructional objectives that instructors have while teaching with visualization in the classroom and mapped them to instructional strategies with visualization. A preliminary validation of this mapping was done through a qualitative survey. We also provide stepwise implementation plan for each strategy.

关键词： Visualization Problem-solving Education Taxonomy interviews Object recognition Encoding

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Identifying Learning Object Pedagogical Features to Decide Instructional Setting

Identifying Learning Object Pedagogical Features to Decide I...

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international Workshop on technology for Education, T4E

作者： Anura Kenkre Gargi Banerjee Madhuri Mavinkurve Sahana Murthy Inter-Disciplinary Programme in Educational Technology Indian Institute of Technology Bombay Mumbai India

Despite the abundant availability of Learning Objects as valuable teaching-learning tools, their use amongst teachers and college instructors is limited. An important reason for this is that instructors are not easily able to search and retrieve the LOs which map to their instructional goals. LO metadata only partially addresses this problem since existing metadata does not contain all the necessary pedagogy related information. In this paper we identify the pedagogical features of an LO, and use them to classify an LO for the appropriate instructional setting. We also test our classification scheme of LOs in electrical engineering domain available in the OSCAR LO repository. Lastly we suggest metadata tags based on these pedagogical features that LO repositories can use for search and retrieval of LOs for specific educational goals.

关键词： interviews Context Electrical engineering Encoding educational institutions Standards

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Effect of think-pair-share in a large CS1 class: 83% sustained engagement 13

Effect of think-pair-share in a large CS1 class: 83% sustain...

引用

Proceedings of the ninth annual international ACM conference on international computing education research

作者： Aditi Kothiyal Rwitajit Majumdar Sahana Murthy Sridhar Iyer IIT Bombay Mumbai India Inter-disciplinary programme in Educational Technology Mumbai India

ISBN: (纸本)9781450322430

Think-Pair-Share (TPS) is a classroom-based active learning strategy, in which students work on a problem posed by the instructor, first individually, then in pairs, and finally as a class-wide discussion. TPS has been recommended for its benefits of allowing students to express their reasoning, reflect on their thinking, and obtain immediate feedback on their understanding. While TPS is intended to promote student engagement, there is a need for research based evidence on the nature of this engagement. In this study, we investigate the quantity and quality of student engagement in a large CS1 class during the implementation of TPS activities. We did classroom observations of students over a period of ten weeks and thirteen TPS activities. We determined patterns of student engagement in the three phases using a real-time classroom observation protocol that we developed and validated. We found that 83% of students on average were fully or mostly engaged. Predominant behaviors displayed were writing the solution to the problem (Think), discussing with neighbor or writing (Pair), and following class discussion (Share). We triangulated results with survey data of student perceptions. We find that students report being highly engaged for 62% during Think phase and 70% during Pair phase.

关键词： think-pair-share observation protocol student engagement

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