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Evaluating the Effectiveness of Modelling-Oriented Workshops for Engineering Undergraduates in the Field of Thermally Activated Phenomena
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Battaglia, Onofrio Rosario; Di Paola, Benedetto; Persano Adorno, Dominique; Pizzolato, Nicola; Fazio, Claudio – Research in Science Education, 2019
Two 20-h modelling-based workshops focused on the explanation of thermally activated phenomena were held at the University of Palermo, Italy, during the Academic Year 2014-2015. One of them was conducted by applying an inquiry-based approach, while the other, still based on laboratory and modelling activities, was not focused on inquiry.…
Descriptors: Workshops, Engineering Education, Chemical Engineering, Undergraduate Students
K-Means Clustering to Study How Student Reasoning Lines Can Be Modified by a Learning Activity Based on Feynman's Unifying Approach
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Battaglia, Onofrio Rosario; Di Paola, Benedetto; Fazio, Claudio – EURASIA Journal of Mathematics, Science & Technology Education, 2017
Research in Science Education has shown that often students need to learn how to identify differences and similarities between descriptive and explicative models. The development and use of explicative skills in the field of thermal science has always been a difficult objective to reach. A way to develop analogical reasoning is to use in Science…
Descriptors: Logical Thinking, Learning Activities, Science Instruction, Scientific Concepts
Long Term Stability of Learning Outcomes in Undergraduates after an Open-Inquiry Instruction on Thermal Science
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Adorno, Dominique Persano; Pizzolato, Nicola; Fazio, Claudio – Physical Review Physics Education Research, 2018
This paper investigates the efficacy of an open-inquiry approach to achieve a long term stability of physics instruction. This study represents the natural continuation of a research project started four years ago when a sample of thirty engineering undergraduates, having already attended traditional university physics instruction, were involved…
Descriptors: Outcomes of Education, Undergraduate Students, Inquiry, Science Instruction