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Blended Design and Project Based Learning: a future for engineering education
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Monday, December 7 • 1:50pm - 2:05pm
| 2D | Using Reflective Writing and Textual Explanations to Evaluate Students’ Conceptual Knowledge A. Goncher

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Writing is one method used to prompt students to reflect on their own thought processes. Eliciting students’ explanations in the form of text, or writing, also provides lecturers with information about students’ thinking (Goncher, Boles, Jayalath, 2014; Boles, Goncher, Jayalath, 2015).  Often in engineering courses, students adopt algorithmic problem-solving approaches without demonstrating conceptual reasoning. Adding a written, or explanatory component, to problems or questions is one approach that can elicit conceptual reasoning.

Goncher, A., Boles, W. & Jayalath, D. (2014). Using textual analysis with Concept Inventories to identify root causes of misconceptions. Proceedings of IEEE Frontiers in Education, (pp.71-74). Madrid, Spain.

Boles, W., Goncher, A., & Jayalath, D. (2015). Uncovering Misconceptions through Text Analysis. Proceedings of the 6th Research in Engineering Education Symposium. Dublin, Ireland.


Monday December 7, 2015 1:50pm - 2:05pm
Bells Room RACV Torquay map C5

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