Cunha, S., & Jaiswal, D. (2022, August), Resolving Troublesome Knowledge in Engineering Physiology using ICAP framework based Problem-Solving Studio  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41297

\bibitem{asee_peer_41297}
  Cunha, S., \& Jaiswal, D. (2022, August), \emph{Resolving Troublesome Knowledge in Engineering Physiology using ICAP framework based Problem-Solving Studio}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41297

Sara Cunha and Devina Jaiswal.  "Resolving Troublesome Knowledge in Engineering Physiology using ICAP framework based Problem-Solving Studio".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://strategy.asee.org/41297 Internet.  08 Jun, 2024

\bibitem{asee_peer_41297}
  Sara Cunha and Devina Jaiswal.
  "Resolving Troublesome Knowledge in Engineering Physiology using ICAP framework based Problem-Solving Studio".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://strategy.asee.org/41297 Internet.  08 Jun, 2024

@INPROCEEDINGS{asee_peer_41297
author = "Sara Cunha and Devina Jaiswal"
title = "Resolving Troublesome Knowledge in Engineering Physiology using ICAP framework based Problem-Solving Studio"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/41297}
number = {10.18260/1-2--41297}
}

TY  - CPAPER
AB  - Analytical courses are often considered to be troublesome by students. In an attempt to get good grades, students overcome the learning gap by memorizing concepts or patterns that can solve similar problems. This approach leads to shallow learning due to non-student-centric teaching methods. Some methods such as flipped classrooms, clickers, and other active learning methods are shown to be effective. However, the impact of active and passive activities is considered less compared to interactive and constructive methods. To resolve troublesome knowledge found in an analytical course consisting of mathematical modeling, a problem-solving studio (PSS) micro-insertion was created and implemented. PSS is a highly interactive learning classroom environment based on student-student and student-instructor interaction. All the activities were designed to follow the interactive, constructive, active, and passive (ICAP) framework. A teaching assistant was stationed in the classroom to monitor students and map their movement across ICAP throughout this work.  The activity aimed to improve the application of challenging concepts to solve problems and produce deeper learning. The students worked in groups with a common objective to find a solution for an open-ended question as they went through interactive activities. Groups of students indulged in assessing a scenario related to the technical concept, analyzed data, and formulated an alternative mathematical model to infer results. Results depicted a significant improvement in exam scores for the PSS group compared to the control. The PSS group also showed deeper learning of concepts and improvement in interactive and constructive skills. Teaching assistant observations indicated significantly more interaction during PSS activities compared to the control group. With the success of this PSS micro-insertion, it is aimed to convert the other troublesome knowledge areas into PSS for improved student learning. 
AU  - Sara Cunha
AU  - Devina Jaiswal
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Resolving Troublesome Knowledge in Engineering Physiology using ICAP framework based Problem-Solving Studio
UR  - https://strategy.asee.org/41297
DO  - 10.18260/1-2--41297
ER  -