Embedding Laboratory Experience in Lectures

Demonstrations can be very effective at enhancing student learning and represent a mechanism for embedding laboratory experiences within a classroom setting. A key component to an effective demonstration is active student engagement throughout the entire process, leading to a guided laboratory exper...

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Bibliographic Details
Published inAdvances in engineering education Vol. 1; no. 4
Main Authors Morgan, James R, Barroso, Luciana R, Simpson, Nancy
Format Journal Article
LanguageEnglish
Published American Society for Engineering Education 01.03.2009
Subjects
Active Learning
College Students
Concept Formation
Critical Thinking
Demonstrations (Educational)
Engineering Education
Focus Groups
Laboratories
Learner Engagement
Misconceptions
Relevance (Education)
Scientific Concepts
Self Evaluation (Individuals)
Student Attitudes
Student Participation
Student Surveys
Teaching Methods
Texas
Video Technology
Texas
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Summary:Demonstrations can be very effective at enhancing student learning and represent a mechanism for embedding laboratory experiences within a classroom setting. A key component to an effective demonstration is active student engagement throughout the entire process, leading to a guided laboratory experience in a lecture setting. Students are involved in discussing the purpose of the demo; predicting what will happen during the demo; discussing who developed theories to help us understand what happens; and comparing observations to predictions, as opposed to simply passively watching a demonstration. Demonstrations can occur at three different stages of a course topic: as an introduction, as a wrap-up and an aid used throughout the class discussion of a topic. Depending on when they occur, different types of learning outcomes are achieved. This paper presents a model for infusing demonstrations into an engineering science class and the use of this model. Assessment includes components from both faculty and students, as well as from a faculty development professional who is an instructor in a different discipline.
ISSN:1941-1766
1941-1766