We extend the design of teaching approaches for flipping classrooms into recitation sessions to support students' development of content knowledge, problem solving skills, and metacognitive knowledge. We focus on co-development of cognitive and metacognitive knowledge and skills and apply a models and modeling approach embedded in instruction to promote such development. Students' learning outcomes show evidence that multiple representation tools positively influence teaching and learning. It supports problem-centered learning and helps strengthen associations of instructional goals of lectures and recitations.
|Original language||English (US)|
|Journal||ASEE Annual Conference and Exposition, Conference Proceedings|
|Volume||122nd ASEE Annual Conference and Exposition: Making Value for Society|
|Issue number||122nd ASEE Annual Conference and Exposition: Making Value for...|
|State||Published - Jan 1 2015|
|Event||2015 122nd ASEE Annual Conference and Exposition - Seattle, United States|
Duration: Jun 14 2015 → Jun 17 2015