Abstract
This paper is of methodological nature. We present the empirical research methodology of a study that focuses on student learning experiences, in particular of mathematics students in an innovative learning environment, such as Challenge-based Education (CBE) at a Dutch university of technology. In this study, we present the case study of CBE in an innovative mathematics course on modelling, the mathematics “Modelling Week”. We draw attention to the methodology used to study this modelling course, where we investigated students' learning experiences in a monodisciplinary CBE-oriented master course. We explain the design of the study and the associated data collection strategies regarding students' use of resources (Schematic Representation of Resource system- SRRS) and their learning processes. In the poster presentation, we will show selected results that come from the different instruments to help us understand student learning experiences in innovative/CBE related mathematics courses.
| Original language | English |
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| Title of host publication | SEFI 2022 - 50th Annual Conference of the European Society for Engineering Education, Proceedings |
| Editors | Hannu-Matti Jarvinen, Santiago Silvestre, Ariadna Llorens, Balazs Vince Nagy |
| Publisher | European Society for Engineering Education (SEFI) |
| Pages | 2007-2011 |
| Number of pages | 5 |
| ISBN (Electronic) | 9788412322262 |
| DOIs | |
| Publication status | Published - 2022 |
| Event | 50th Annual Conference of the European Society for Engineering Education, SEFI 2022 - Universitat Politècnica de Catalunya , Barcelona, Spain Duration: 19 Sept 2022 → 22 Sept 2022 Conference number: 50 https://sefi2022.eu/ |
Conference
| Conference | 50th Annual Conference of the European Society for Engineering Education, SEFI 2022 |
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| Country/Territory | Spain |
| City | Barcelona |
| Period | 19/09/22 → 22/09/22 |
| Internet address |
Bibliographical note
Funding Information:This study was funded by the Innovation Fund of 4TU.CEE at Eindhoven University of Technology. The authors would like to thank to the students, supervisors, and the problem owners for allowing us to conduct the observations and interviews.
Funding
This study was funded by the Innovation Fund of 4TU.CEE at Eindhoven University of Technology. The authors would like to thank to the students, supervisors, and the problem owners for allowing us to conduct the observations and interviews.
Keywords
- applied mathematics
- challenge-based education
- modelling course
- Student learning experiences