Hope College Department of Physics and Engineering Research Experiences for Undergraduates Summer 2004 Project Summary

Project Title: Case Study of a Science and Technology Course for Non-Majors
Student Name(s): Annie Otto and Kristi Creswell
Students' home institutions: Hope College
Research Advisor(s): Dr. L. Wessman, Dr. J. Krupczak
Source of Support: NSF-BEE

This study's objective was to conduct a case study of a successful course on technological literacy. This study was sponsored by the National Science Foundation under the Bridges for Engineering Education Program. This program promotes interdisciplinary collaborations between Engineering and Education Departments. The case study utilized the principles outlined in the National Research Council's, “How People Learn” to analyze “Science and Technology of Everyday Life” taught at Hope College. These principles were used as guidelines for the analysis.

Exiting course materials were organized into lessons using an ITIP format. These lessons were grouped into units. Analysis of learning principles was carried out on the units. Major findings within the course were that prior knowledge was addressed through questions. For example, when discussing pistons, the professor developed questions about a more familiar concept, bicycles. The course incorporates depth as it revisits several main principles (piston and cylinder, electromagnetic wave, etc). Understanding these principles promotes far reaching transfer. Lessons provide time to process information. Excess content leads to information overload. The instructor, expert, is attentive to the students', novices', levels of understanding. This attention allows the expert to translate abstract concepts to concrete models. Through exploration of various models students construct their own understanding. This experience of active learning allows students to apply knowledge to personal situations. The practical application outside the classroom is cognitive transfer.

The analysis concluded the course met six of seven elements associated with effective learning environments. The missing element was the concept of metacognition. Psychologists have clearly defined this, but educators have yet to adapt it for the classroom. Further research into this study would best be used to create a metacognitive guide (metaguide) for distribution of the course content and format.