Empowering engineering students to learn how to learn
MetadataShow full item record
Foundational to our learning-centric paradigm is the notion of mental models. We recognize that students develop mental models that represent their understanding of subject matter. These mental models differ from person to person, especially among people from different engineering disciplines and from different universities. In Fall 2012, we received IRB approval to investigate the impact of individual mental models on the shared (team) mental model (and vice versa), how individual mental models change over the course of a semester and how students with different mental models prepare themselves to learn how to learn in an increasingly wired, interconnected and culturally diverse world. In this paper, we describe the salient features of AME5740 Designing for Open Innovation and our initial findings from the study. ©American Society for Engineering education, 2013.
Showing items related by title, author, creator and subject.
The Role of Teaching Models and Chemical Representations in Developing Students' Mental Models of Chemical PhenomenaChittleborough, Gail (2004)Chemical representations play a vital part in the teaching and learning of chemistry. The aim of this research was to investigate students’ understanding of chemical representations and to ascertain the influence of ...
Coll, Richard K. (1999)The research reported in this thesis comprised a cross-age inquiry of learners' mental models for chemical bonding. Learners were chosen purposefully from three academic levels-senior secondary school (Year-13, age range ...
Roberts, K.J.; Smith, C.; Cluver, L.; Toska, E.; Zhou, S.; Boyes, Mark ; Sherr, L. (2022)The mental health of adolescents (10–19 years) remains an overlooked global health issue, particularly within the context of syndemic conditions such as HIV and pregnancy. Rates of pregnancy and HIV among adolescents ...