NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1163706
Record Type: Journal
Publication Date: 2017-Dec
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-9584
EISSN: N/A
Compute-to-Learn: Authentic Learning via Development of Interactive Computer Demonstrations within a Peer-Led Studio Environment
Jafari, Mina; Welden, Alicia Rae; Williams, Kyle L.; Winograd, Blair; Mulvihill, Ellen; Hendrickson, Heidi P.; Lenard, Michael; Gottfried, Amy; Geva, Eitan
Journal of Chemical Education, v94 n12 p1896-1903 Dec 2017
In this paper, we report on the implementation of a novel compute-to-learn pedagogy, which is based upon the theories of situated cognition and meaningful learning. The "compute-to-learn" pedagogy is designed to simulate an authentic research experience as part of the undergraduate curriculum, including project development, teamwork, peer review, and publication. The "compute-to-learn" pedagogy was piloted during the Fall 2015 semester within a one-semester, peer-led honors studio environment that uses active learning strategies to encourage cooperation and collaboration among students as they learn how to program. The rationale behind the pedagogy, lessons learned, and adjustments made based on three iterations of its execution, and its initial assessment through end-of-semester interviews are discussed.
Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Location: Michigan
Grant or Contract Numbers: CHE1464477