Technology enhanced learning of quantitative critical thinking |
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| Affiliation: | 1. Department of Physics, Stanford University, Stanford, CA, 94305, USA;2. Department of Chemical Engineering, Stanford University, Stanford, CA, 94305, USA;3. Department of Chemical Engineering, Stanford University, Stanford, CA, 94305, USA;4. Laboratory of Atomic and Solid State Physics, Cornell University, Ithaca, NY, 14853, USA;1. Department of Mechanical Engineering, Annasaheb Dange College of Engineering and Technology (ADCET), Ashta, Sangli, Maharashtra, 416301, India;2. Department of Electrical Engineering, Annasaheb Dange College of Engineering and Technology (ADCET), Ashta, Sangli, Maharashtra, 416301, India;3. School of Mechanical Engineering, Vellore Institute of Technology (VIT) Vellore, Tiruvalam Rd, Katpadi, Tamilnadu, 632014, India;4. Sahyadri Valley College of Engineering & Technology (SVCET), Rajuri, (Near Alephata), Kalyan-Ahmednagar Highway, Pune, 412411, Maharashtra, India |
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| Abstract: | A Quantitative Critical Thinking (QCT) software tool was developed in this study to facilitate students’ learning of quantitative critical thinking via repeated practice by chemical engineering students reading a core module called fluid-solid systems. The software tool generated detailed calculation steps to typical engineering design problems encountered in this module that contained weaknesses, flaws or even errors. Students utilized the software tool to practice identifying these weaknesses, flaws or errors in the design solutions and then present a better or correct design by applying the concepts and knowledge acquired in the module. Since the QCT software tool was built upon an existing design software tool that was able to generate the correct, detailed design calculation steps to design problems, students were able to check their own design calculations against those presented by the software tool during this second learning step, thereby engaging in and learning quantitative critical thinking via a repeated practice approach. The software tool was successful in enhancing the performance of second-year undergraduate students in solving a question that required quantitative critical thinking in the final examination of the module. The average percentage scores achieved by students for the question who reported higher frequencies of usage of the software were generally higher than those who reported lower frequencies of usage or did not utilize the software tool throughout the semester. |
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| Keywords: | Quantitative critical thinking Repeated practice Technology enhanced learning |
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