Linking Instruction to Knowledge Construction in the Engineering Classroom

• In Event: Motivation and Learning in STEM

Abstract

The purpose of the study was to determine what teaching practices in introductory engineering classrooms impact student knowledge construction. We examined introductory engineering educators’ classroom practices using running records and an established observation protocol, the Revised - Teacher Observation Protocol (R-TOP). We also surveyed students from the classes we observed about their learning. We conducted a series of qualitative and quantitative analyses to determine what instructional characteristics were related to student knowledge construction.

Authors

• Jonathan C. Hilpert, Indiana University - Purdue University at Fort Wayne

• Jenefer E. Husman, Arizona State University