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Abstract BackgroundRecent engineering education research has found improved learning outcomes when instructors engage students actively (e.g., through practice problems) rather than passively (e.g., in lectures). As more instructors shift toward active learning, research needs to identify how different types of activities affect students' cognitive engagement with concepts in the classroom. In this study, we investigate the effects of prompting novice students to draw when solving problems, a professional practice of engineers. PurposeWe investigate whether implementing instructional prompts to draw in an active learning classroom (a) increases students' use and value of drawing as a problem‐solving strategy and (b) enhances students' problem‐solving performance. MethodWe compared survey data and exam scores collected in one undergraduate class that received prompts to draw in video lectures and in‐class problems (drawing condition) and one class that received no drawing prompts (control condition). ResultsAfter drawing prompts were implemented, students' use and value of drawing increased, and these effects persisted to the end of the semester. Students were more likely to draw when provided drawing prompts. Furthermore, students who received prompts outperformed students who did not on exam questions that target conceptual understanding. ConclusionsOur findings reveal how implementing drawing prompts in an active learning classroom may help students engage in drawing and solve problems conceptually. This study contributes to our understanding of what types of active learning activities can improve instructional practices in engineering education. Particularly, we show how prompts that foster authentic engineering practices can increase cognitive engagement in introductory‐level engineering courses.
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How a teaching practice that builds on student thinking helps teachers draw out conceptual connections
Past research has identified factors that help maintain the cognitive demand of tasks, including drawing conceptual connections. We investigated whether teachers who were engaging in the teaching practice of building—and thus focusing the class on collaboratively making sense of their peers’ high-leverage mathematical contributions—drew conceptual connections at a higher rate than has been found in previous work. The rate was notably higher (54% compared to 14%). By comparing multiple enactments of the same task, we found that this higher rate of drawing conceptual connections seemed to be supported by (1) eliciting student utterances that delve more deeply into the underlying mathematics, (2) giving students more time to explore the underlying math, and (3) using previously learned abstractions to help move the class toward understanding the new abstract concepts underlying a task.
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- Award ID(s):
- 1720613
- PAR ID:
- 10508790
- Editor(s):
- Lamberg, T; Moss, D
- Publisher / Repository:
- North American Chapter of the International Group for the Psychology of Mathematics Education
- Date Published:
- Volume:
- 4
- Page Range / eLocation ID:
- 895-903
- Format(s):
- Medium: X
- Location:
- Reno, NV
- Sponsoring Org:
- National Science Foundation
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