Students' cognitions when using an instructional CD for introductory thermodynamics

Roman Taraban; Arne Weigold; Edward E. Andersen; M. P. Sharma

Students' cognitions when using an instructional CD for introductory thermodynamics

Roman Taraban, Arne Weigold, Edward E. Andersen, M. P. Sharma

Psychological Sciences

Research output: Contribution to journal › Conference article › peer-review

3 Scopus citations

Abstract

We collected "think-aloud" protocols and questionnaire data in order to examine students' cognitions while using an instructional CD for introductory thermodynamics. Science majors, who had not previously taken a thermodynamics course, worked with the CD, and while doing so, provided spoken comments on what they were doing and thinking. The data were used to evaluate students' levels of background knowledge, their metacognitive abilities, and the usability of the CD. Furthermore, the students filled out a questionnaire in which they compared using the CD to using a textbook and notes, provided information about the comprehension strategies they used for the CD, textbook, and lecture notes, and made suggestions for improving the CD. Additional data from science students suggests a need to make the CD more effective in engaging metacognitive processing.

Original language	English
Pages (from-to)	13403-13414
Number of pages	12
Journal	ASEE Annual Conference and Exposition, Conference Proceedings
State	Published - 2005
Event	2005 ASEE Annual Conference and Exposition: The Changing Landscape of Engineering and Technology Education in a Global World - Portland, OR, United States Duration: Jun 12 2005 → Jun 15 2005

Access to Document

Link to publication in Scopus

Fingerprint Dive into the research topics of 'Students' cognitions when using an instructional CD for introductory thermodynamics'. Together they form a unique fingerprint.

Cite this

@article{254ac48378774e288d4403978337f65a,

title = "Students' cognitions when using an instructional CD for introductory thermodynamics",

abstract = "We collected {"}think-aloud{"} protocols and questionnaire data in order to examine students' cognitions while using an instructional CD for introductory thermodynamics. Science majors, who had not previously taken a thermodynamics course, worked with the CD, and while doing so, provided spoken comments on what they were doing and thinking. The data were used to evaluate students' levels of background knowledge, their metacognitive abilities, and the usability of the CD. Furthermore, the students filled out a questionnaire in which they compared using the CD to using a textbook and notes, provided information about the comprehension strategies they used for the CD, textbook, and lecture notes, and made suggestions for improving the CD. Additional data from science students suggests a need to make the CD more effective in engaging metacognitive processing.",

author = "Roman Taraban and Arne Weigold and Andersen, {Edward E.} and Sharma, {M. P.}",

year = "2005",

language = "English",

pages = "13403--13414",

journal = "ASEE Annual Conference and Exposition, Conference Proceedings",

issn = "2153-5965",

}

TY - JOUR

T1 - Students' cognitions when using an instructional CD for introductory thermodynamics

AU - Taraban, Roman

AU - Weigold, Arne

AU - Andersen, Edward E.

AU - Sharma, M. P.

PY - 2005

Y1 - 2005

N2 - We collected "think-aloud" protocols and questionnaire data in order to examine students' cognitions while using an instructional CD for introductory thermodynamics. Science majors, who had not previously taken a thermodynamics course, worked with the CD, and while doing so, provided spoken comments on what they were doing and thinking. The data were used to evaluate students' levels of background knowledge, their metacognitive abilities, and the usability of the CD. Furthermore, the students filled out a questionnaire in which they compared using the CD to using a textbook and notes, provided information about the comprehension strategies they used for the CD, textbook, and lecture notes, and made suggestions for improving the CD. Additional data from science students suggests a need to make the CD more effective in engaging metacognitive processing.

AB - We collected "think-aloud" protocols and questionnaire data in order to examine students' cognitions while using an instructional CD for introductory thermodynamics. Science majors, who had not previously taken a thermodynamics course, worked with the CD, and while doing so, provided spoken comments on what they were doing and thinking. The data were used to evaluate students' levels of background knowledge, their metacognitive abilities, and the usability of the CD. Furthermore, the students filled out a questionnaire in which they compared using the CD to using a textbook and notes, provided information about the comprehension strategies they used for the CD, textbook, and lecture notes, and made suggestions for improving the CD. Additional data from science students suggests a need to make the CD more effective in engaging metacognitive processing.

UR - http://www.scopus.com/inward/record.url?scp=22544457207&partnerID=8YFLogxK

M3 - Conference article

AN - SCOPUS:22544457207

SP - 13403

EP - 13414

JO - ASEE Annual Conference and Exposition, Conference Proceedings

JF - ASEE Annual Conference and Exposition, Conference Proceedings

SN - 2153-5965

Y2 - 12 June 2005 through 15 June 2005

ER -