Exploring Before Instruction Benefits Conceptual Knowledge and Motivational Factors for Engineering Calculus Students (Poster 7)

• In Event: AERA Poster Session Thirteen
  In Poster Session: Exploring Topics in Computing and Engineering Education

Abstract

Exploratory learning, an active-learning method in which students explore a novel problem before instruction, can improve students’ conceptual knowledge. However, little research on exploratory learning has been conducted in undergraduate STEM education. We investigated whether students in an undergraduate Engineering Calculus course (N=76) would benefit from an exploratory learning activity on linearization. Students were randomly assigned to either complete a learning activity before (explore-first) or after (instruct-first) instruction on the topic. Students then completed a survey about learning motivation and a posttest assessing conceptual knowledge. Students in the explore-condition scored significantly higher on the posttest and reported higher curiosity, competence, interest, and flow, without higher cognitive load. Exploratory learning can help deepen students’ understanding and motivation in undergraduate mathematics.

Authors

• Katherine Grace Kaufling Golway, University of Louisville
  Presenting Author

• Jeffrey Hieb
  Non-Presenting Author

• Mara Broering
  Non-Presenting Author

• Raymond Chastain, University of Louisville
  Non-Presenting Author

• Linda Fuselier, University of Louisville
  Non-Presenting Author

• Marci S. DeCaro, University of Louisville
  Non-Presenting Author