Reflection and Dissection in Engineering Education : Exploring Critical Elements of Active Learning and their Roles in Course Structures

Graduate Thesis Or Dissertation

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Citeable URL: https://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/3b591c65t

Descriptions

Attribute Name	Values
Creator	Keeler, Jessie
Abstract	This thesis focuses on active learning through four different studies that include metacognitive and cognitive aspects of learning designs to support active learning and a contextual analysis of the implementation of teaching tools used in active learning. The first three investigate important elements of active learning whereas the fourth study explores how those elements fit together. The first two studies evaluate how student responses vary based on different reflection prompts. The third study examines student thinking processes as they work through interactive simulations. Through a comparative case study, the fourth study analyzes how two different instructors implement similar active teaching tools into their respective courses.
License	All rights reserved
Resource Type	Masters Thesis
Date Available	2016-06-23T16:19:45+00:00
Date Issued	2016-05-11
Degree Level	Master's
Degree Name	Master of Science (M.S.)
Degree Field	Chemical Engineering
Degree Grantor	Oregon State University
Commencement Year	2016
Advisor	Koretsky, Milo
Committee Member	Nason, Jeff Ostroverkhova, Oksana Montfort, Devlin
Academic Affiliation	Chemical, Biological and Environmental Engineering
Non-Academic Affiliation	Oregon State University. Graduate School
Subject	Active learning Chemical engineering -- Study and teaching (Higher)
Declaração de direitos	In Copyright
Publisher	Oregon State University
Peer Reviewed	No
Language	English [eng]
Replaces	http://hdl.handle.net/1957/59311

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Miniatura	Título	Data de carga	Acesso	Ações
	JessieKeelerM2016.pdf	2017-08-09	Público	Baixar