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- W2555715559 abstract "One of the primary goals in engineering education is to equip students with the ability to apply knowledge (e.g. principles of science and math from core engineering courses) to complex problem solving situations. Thus, at the culmination of a program of study geared toward building a student’s knowledge base, two questions that linger in the educators mind are: • have students acquired process skills – do they understand how to employ their knowledge in practice? • have they acquired epistemological skills – do they understand the correct application and limitations of their knowledge and are they able to acquire new knowledge as needed to solve the problem at hand? These questions have been raised by different generations. In his treatise on Ethics, Aristotle concluded “activity in a certain thing gives a man that character ... dispositions are attained through actually doing things (250 BC).” In other words, students gain such skills through the practice of doing things. The authors investigated how unstructured “open” exercises (a unique approach to learning using unstructured, multidisciplinary assignments) helped students cement their knowledge of concepts in Thermodynamics, Fluid Mechanics, and Heat Transfer. A Thermo-fluids laboratory course required for Senior and Junior Aerospace and Mechanical Engineering students was selected for this study. Students were asked to provide their views of the rigor of the course and its impact on their learning experience. Results indicate they perceived to have a superior grasp of concepts after designing and implementing their own experiments." @default.
- W2555715559 created "2016-11-30" @default.
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- W2555715559 date "2011-01-01" @default.
- W2555715559 modified "2023-09-27" @default.
- W2555715559 title "AC 2011-731: LEARNING IN LABORATORY COMPLIMENTS TO LEC- TURE COURSES VIA STUDENT DESIGNED AND IMPLEMENTED EX- PERIMENTS" @default.
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