Adapting a concept of framing to understand how students learn in problem-centered group learning in flipped engineering classrooms

Jia Ling Lin; Paul Imbertson; Kristen S. Gorman; Tamara Moore

doi:10.1109/FIE.2015.7344138

Adapting a concept of framing to understand how students learn in problem-centered group learning in flipped engineering classrooms

Jia Ling Lin
, Paul Imbertson
, Kristen S. Gorman
, Tamara Moore

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

1 Scopus citations

Abstract

A concept of framing is adapted for analyzing how students learn in problem-centered group learning. Students' contributions to discourse are analyzed and associated with their conceptual understanding and growth. Characteristics indicating conceptual understanding, along with factors influencing classroom interactions for conceptual growth are reported. Resources that support designing and conducting learning activities in 'flipped classrooms' are discussed.

Original language	English (US)
Title of host publication	2015 IEEE Frontiers in Education Conference
Subtitle of host publication	Launching a New Vision in Engineering Education, FIE 2015 - Proceedings
Publisher	Institute of Electrical and Electronics Engineers Inc.
ISBN (Electronic)	9781479984534
DOIs	https://doi.org/10.1109/FIE.2015.7344138
State	Published - Dec 2 2015
Event	2015 IEEE Frontiers in Education Conference, FIE 2015 - El Paso, United States Duration: Oct 21 2015 → Oct 24 2015

Publication series

Name	Proceedings - Frontiers in Education Conference, FIE
Volume	2015
ISSN (Print)	1539-4565

Other

Other	2015 IEEE Frontiers in Education Conference, FIE 2015
Country/Territory	United States
City	El Paso
Period	10/21/15 → 10/24/15

Bibliographical note

Publisher Copyright:
© 2015 IEEE.

Keywords

cognitive development
conceptual understanding
group problem solving
positioning

Publisher link

10.1109/FIE.2015.7344138

Find It

Find It at U of M Libraries

Cite this

Lin, J. L., Imbertson, P., Gorman, K. S., & Moore, T. (2015). Adapting a concept of framing to understand how students learn in problem-centered group learning in flipped engineering classrooms. In 2015 IEEE Frontiers in Education Conference: Launching a New Vision in Engineering Education, FIE 2015 - Proceedings Article 7344138 (Proceedings - Frontiers in Education Conference, FIE; Vol. 2015). Institute of Electrical and Electronics Engineers Inc.. https://doi.org/10.1109/FIE.2015.7344138

Adapting a concept of framing to understand how students learn in problem-centered group learning in flipped engineering classrooms. / Lin, Jia Ling; Imbertson, Paul; Gorman, Kristen S. et al.
2015 IEEE Frontiers in Education Conference: Launching a New Vision in Engineering Education, FIE 2015 - Proceedings. Institute of Electrical and Electronics Engineers Inc., 2015. 7344138 (Proceedings - Frontiers in Education Conference, FIE; Vol. 2015).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Lin, JL, Imbertson, P, Gorman, KS & Moore, T 2015, Adapting a concept of framing to understand how students learn in problem-centered group learning in flipped engineering classrooms. in 2015 IEEE Frontiers in Education Conference: Launching a New Vision in Engineering Education, FIE 2015 - Proceedings., 7344138, Proceedings - Frontiers in Education Conference, FIE, vol. 2015, Institute of Electrical and Electronics Engineers Inc., 2015 IEEE Frontiers in Education Conference, FIE 2015, El Paso, United States, 10/21/15. https://doi.org/10.1109/FIE.2015.7344138

Lin JL, Imbertson P, Gorman KS, Moore T. Adapting a concept of framing to understand how students learn in problem-centered group learning in flipped engineering classrooms. In 2015 IEEE Frontiers in Education Conference: Launching a New Vision in Engineering Education, FIE 2015 - Proceedings. Institute of Electrical and Electronics Engineers Inc. 2015. 7344138. (Proceedings - Frontiers in Education Conference, FIE). doi: 10.1109/FIE.2015.7344138

Lin, Jia Ling ; Imbertson, Paul ; Gorman, Kristen S. et al. / Adapting a concept of framing to understand how students learn in problem-centered group learning in flipped engineering classrooms. 2015 IEEE Frontiers in Education Conference: Launching a New Vision in Engineering Education, FIE 2015 - Proceedings. Institute of Electrical and Electronics Engineers Inc., 2015. (Proceedings - Frontiers in Education Conference, FIE).

@inproceedings{7d9a9dc06d654c538b943cc94de262cc,

title = "Adapting a concept of framing to understand how students learn in problem-centered group learning in flipped engineering classrooms",

abstract = "A concept of framing is adapted for analyzing how students learn in problem-centered group learning. Students' contributions to discourse are analyzed and associated with their conceptual understanding and growth. Characteristics indicating conceptual understanding, along with factors influencing classroom interactions for conceptual growth are reported. Resources that support designing and conducting learning activities in 'flipped classrooms' are discussed.",

keywords = "cognitive development, conceptual understanding, group problem solving, positioning",

author = "Lin, \{Jia Ling\} and Paul Imbertson and Gorman, \{Kristen S.\} and Tamara Moore",

note = "Publisher Copyright: {\textcopyright} 2015 IEEE.; 2015 IEEE Frontiers in Education Conference, FIE 2015 ; Conference date: 21-10-2015 Through 24-10-2015",

year = "2015",

month = dec,

day = "2",

doi = "10.1109/FIE.2015.7344138",

language = "English (US)",

series = "Proceedings - Frontiers in Education Conference, FIE",

publisher = "Institute of Electrical and Electronics Engineers Inc.",

booktitle = "2015 IEEE Frontiers in Education Conference",

}

TY - GEN

T1 - Adapting a concept of framing to understand how students learn in problem-centered group learning in flipped engineering classrooms

AU - Lin, Jia Ling

AU - Imbertson, Paul

AU - Gorman, Kristen S.

AU - Moore, Tamara

PY - 2015/12/2

Y1 - 2015/12/2

N2 - A concept of framing is adapted for analyzing how students learn in problem-centered group learning. Students' contributions to discourse are analyzed and associated with their conceptual understanding and growth. Characteristics indicating conceptual understanding, along with factors influencing classroom interactions for conceptual growth are reported. Resources that support designing and conducting learning activities in 'flipped classrooms' are discussed.

AB - A concept of framing is adapted for analyzing how students learn in problem-centered group learning. Students' contributions to discourse are analyzed and associated with their conceptual understanding and growth. Characteristics indicating conceptual understanding, along with factors influencing classroom interactions for conceptual growth are reported. Resources that support designing and conducting learning activities in 'flipped classrooms' are discussed.

KW - cognitive development

KW - conceptual understanding

KW - group problem solving

KW - positioning

UR - https://www.scopus.com/pages/publications/84960453106

UR - https://www.scopus.com/pages/publications/84960453106#tab=citedBy

U2 - 10.1109/FIE.2015.7344138

DO - 10.1109/FIE.2015.7344138

M3 - Conference contribution

AN - SCOPUS:84960453106

T3 - Proceedings - Frontiers in Education Conference, FIE

BT - 2015 IEEE Frontiers in Education Conference

PB - Institute of Electrical and Electronics Engineers Inc.

T2 - 2015 IEEE Frontiers in Education Conference, FIE 2015

Y2 - 21 October 2015 through 24 October 2015

ER -

Adapting a concept of framing to understand how students learn in problem-centered group learning in flipped engineering classrooms

Abstract

Publication series

Other

Bibliographical note

Keywords

Publisher link

Find It

Other files and links

Fingerprint

Cite this