Abstract
In this paper, we present a system for formally characterizing elements of an introductory science class, measuring the performance of a class based on this characterization, and modeling the value of the class based on the measurements. This system allows the iterative improvement of any educational presentation through a model, test, iterate cycle. We propose formal practices involved in iteratively improving an educational experience be called educational engineering.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
REFERENCES
Beichner, R. J. (1995). Improving the effectiveness of large-attendance lectures with animation-rich lecture notes, 1995 APS/AAPT Joint Meeting, [beichner@ncsu.edu].
Bhote, K. R. (1991). World Class Quality: Using Design of Experiments to Make It Happen, Amacon, New York.
Chi, M. T. H. (1989). Self-Explanation: How students study and use examples in learning to solve problems, Cognitive Science 13:145–182.
Cox, E. (1994). The Fuzzy Systems Handbook: A Practitioners Guide to Building, Using, and Maintaining Fuzzy Systems, Academic Press Professional, Chestnut Hill, Masachusetts.
Heller, J. I., and Reif, F. (1984). Prescribing effective human problem-solving processes: Problem description in physics, Cognition and Instruction, 1:177–216.
Hestenes, D., Wells, M., and Swackhammer, G. (1992). “Force concept inventory,” The Physics Teacher, 30:141–158.
Kalman, C. S. (1996). Comparison of the student-centered and teacher-centered classroom, 1996 AAPT Summer Meeting, [kalman@vax2.concordia.ca].
Larkin, J. H., McDermott, J., Simon, D. P., and Simon, H. A. (1980). Expert and novice performance in solving physics problems, Science 208:1335–1342.
McNair, C. J., and Leibfreid, K. H. J. (1992). Benchmarking: A Tool for Continuous Improvement, Omneo, Essex Junction, Vermont.
Reif, F. (1995). Understanding and teaching important thought processes, Journal of Science Education and Technology, 4:261–282.
Reif, F. (1981). Teaching problem solving—A scientific approach, The Physics Teacher, 19:310–316.
Searle, P., and Legge, K. (1996). TEQUILA—The use of a structured pre-lecture program in physics for first-year applied science students, 1996 AAPT Summer Meeting, [p.searle@bendigo.latrobe.edu.au].
Stewart, G. B., and Stewart, J. C. (1997). Part II: A Computationally Based Modeling System for Class Elements Using Formal Observer-Based Experimental Connections. Journal of Science Education and Technology, 6:193–211.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning, Cognitive Science, 12:257–285.
Thomas, B. (1992). Total Quality Training: The Quality Culture and Quality Trainer, McGraw Hill, London.
Tipler, P. A. (1991). Physics for Scientists and Engineers, 3rd Ed., Worth Publishers, New York.
Tobias, S., and Linkins, A.E. (1995). Department-Based Audit of Undergraduate Instruction, Available from Tobias.
Zadeh, L. A. (1973). Outline of a new approach to the analysis of complex systems and decision processes, IEEE Transactions on Systems, Man and Cybernetics, Vol. SMC-3,No. 1.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Stewart, G.B. Part I: Toward a System of Educational Engineering for Traditional Class Elements: A Case Study in an Introductory Physics Course. Journal of Science Education and Technology 6, 173–191 (1997). https://doi.org/10.1023/A:1022575606713
Issue Date:
DOI: https://doi.org/10.1023/A:1022575606713