An Analysis of Learning in a Multi-Strategy Active-Learning Course of Electricity and Magnetism for Engineering Students


An Analysis of Learning in a Multi-Strategy Active-Learning Course of Electricity and Magnetism for Engineering Students
Published in:	Innovation in Engineering, Technology and Education for Competitiveness and Prosperity: Proceedings of the 11th Latin American and Caribbean Conference for Engineering and Technology
Date of Conference:	August 14-16, 2013
Location of Conference:	Cancun, Mexico
Authors:	Genaro Zavala
Refereed Paper:	#248

Abstract:
An electricity and magnetism course for engineering students in the college level is described and its results on students learning are presented. The course is designed to use different research-based active-learning strategies that include not only Tutorials in Introductory Physics from the University of Washington and Peer instruction from Harvard University, but also, other strategies. All strategies are involved with an environment of collaborative learning. The assessment for learning is based on the used of the Concept Test on Electricity and Magnetism modified to include electrical circuits. Results are analyzed by normalized gain using the test as a pretest at the beginning of the course and as a posttest at the end of the course. Analysis of the test in its different concept areas using concentration analysis will be presented. Results showed that this course has a learning compared to honors classes reported in the literature.