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Abstract Title: Using the Cognitive Apprenticeship Model to Develop Educational Learning Modules: An Example from Statics
Abstract: The use of computational modeling is fundamental to science and engineering. We present a cognitive model of apprenticeship combined with computational modeling as an alternate means for overcoming students' conceptual difficulties. Learning principles implemented in this model include: types of knowledge required for expertise, ways to promote its development, sequencing of the learning activities, and the social characteristics of the learning environment. These contextual learning modules can supplement already established STEM curricula and are used to target difficult concepts. Students complete these two to three hour learning modules outside of class after they have attended lecture(s) over the concepts and completed a series of textbook problems. Assessment is performed by way of a rubric that is provided in advance at the end of the module as a reference. As an example, we present a series of modules that guides conceptual understanding in Engineering Statics.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Francesca G. Polo
Purdue University
Co-Author(s)
and Co-Presenter(s)
Alejandra Magana, Department of Computer and Information Technology and School of Engineering Education, Purdue University
Eric Nauman, School of Mechanical Engineering, Purdue University
Robin Adams, School of Engineering Education, Purdue University