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首页> 外文会议>American Society for Engineering Education Annual Conference and Exposition >Spicing up Statics Lectures with Concept Questions and 'Around Town' Assignments
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Spicing up Statics Lectures with Concept Questions and 'Around Town' Assignments

机译：用概念问题和'围绕城镇的作业来加剧史学讲座

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Concept questions and 'around town' assignments were incorporated into Penn State's introductory statics course during the Fall 2001 semester in an attempt to reinforce key concepts, catch student's attention, provide in-class feedback, and extend textbook work to 'real world' applications without major changes to the current course format. The concept questions are a series of multiple choice, no calculation questions, each addressing a single statics concept. In the lecture recitation format 1 to 2 questions were used in the middle and the end of each lecture loosely following Eric Mazur's Peer Instruction model. By holding up one of 4 colored index cards (provided at the beginning of the semester), the instructors received immediate feedback on the range of student understanding, opening the door to timely discussions targeted to the needs of an individual class. The use of 'think-pair-share' proved quite useful with the concept questions as well. In addition, students were charged with the optional task of looking 'around town' for real world examples related to the specific lecture topics. These student submissions (either hand sketched or digitally photographed) provided a handy recap of the previous topic at the beginning of the next lecture. The one or two most interesting / most relevant applications received a small prize, providing incentive for participation and increasing enthusiasm and interest in the topics among the class. While they don't represent overall course reform, both the concept questions and the 'around town' assignments are easy to implement into any existing statics course to reinforce basic concepts, provide immediate student comprehension feedback and foster enthusiasm among the students.
机译：概念问题和'围绕城镇的作业纳入宾夕法尼亚州初学者的介绍性静态课程，试图加强关键概念，抓住学生的注意力，提供课堂反馈，并将教科书工作扩展到“现实世界”的应用程序而没有当前课程格式的重大变化。概念问题是一系列多项选择，没有计算问题，每个都是解决单个静态概念。在讲言中，在埃里克Mazur的同行指令模型之后，每个演讲中间和末尾都使用了讲座的讲义格式1到2个问题。通过举起4个彩色指数卡中的一个（在学期开始时提供），教师接受了关于学生理解范围的直接反馈，打开门，以及时讨论针对个人班级的需求。使用“Think-Bir-Share”证明对概念问题非常有用。此外，学生被指控有一个可选的任务，即寻找与特定讲义主题相关的真实世界示例的“镇上”。这些学生提交（无论是手绘还是数字拍摄）在下一个讲座的开始时提供了前一个主题的方便回顾。最有趣/最有关的申请获得了一项小奖，提供了参与的激励，并增加了对班级主题的热情和兴趣。虽然他们没有代表整体课程改革，但概念问题和“镇周围的作业都很容易实施任何现有的估计课程，以加强基本概念，提供即时学生理解反馈和培养学生的热情。

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