TY - GEN
T1 - Investigative active learning and the teaching of heat transfer
AU - Anderson, Edward E.
PY - 1999
Y1 - 1999
N2 - The benefits and advantages of investigative active learning are well documented throughout cognition and educational psychology research literature. But, these techniques are not extensively used in higher education and particularly engineering education. In this paper, a model is presented for applying computer based instruction (CBI) techniques to investigative active learning as practiced in a typical undergraduate heat transfer course. This model is demonstrated with the heat transfer through a composite structural wall problem. An investigative approach is used to coach students as they learn the general solution process. Several different active learning techniques are then applied as a student progresses through each step of the general solution process. These techniques are applicable to any heat transfer problem and when properly implemented, they should improve the learning of the general solution process. The demonstration example is best experienced with a computer. Individuals wishing to explore this model may do so at http://129.118.17.180/myweb.
AB - The benefits and advantages of investigative active learning are well documented throughout cognition and educational psychology research literature. But, these techniques are not extensively used in higher education and particularly engineering education. In this paper, a model is presented for applying computer based instruction (CBI) techniques to investigative active learning as practiced in a typical undergraduate heat transfer course. This model is demonstrated with the heat transfer through a composite structural wall problem. An investigative approach is used to coach students as they learn the general solution process. Several different active learning techniques are then applied as a student progresses through each step of the general solution process. These techniques are applicable to any heat transfer problem and when properly implemented, they should improve the learning of the general solution process. The demonstration example is best experienced with a computer. Individuals wishing to explore this model may do so at http://129.118.17.180/myweb.
UR - http://www.scopus.com/inward/record.url?scp=0033348716&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:0033348716
SN - 0791816567
T3 - American Society of Mechanical Engineers, Heat Transfer Division, (Publication) HTD
SP - 355
EP - 362
BT - American Society of Mechanical Engineers, Heat Transfer Division, (Publication) HTD
PB - ASME
T2 - Heat Transfer Division - 1999 ((The ASME International Mechanical Engineering Congress and Exposition)
Y2 - 14 November 1999 through 19 November 1999
ER -