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dc.contributor.authorGynnild, Vidar
dc.contributor.authorLeira, Bernt Johan
dc.contributor.authorMyrhaug, Dag
dc.contributor.authorHolmedal, Lars Erik
dc.contributor.authorMossige, Jon Coll
dc.date.accessioned2019-10-08T09:02:50Z
dc.date.available2019-10-08T09:02:50Z
dc.date.created2019-05-07T18:44:12Z
dc.date.issued2019
dc.identifier.citationNordic Journal of STEM Education. 2019, 33-37.nb_NO
dc.identifier.issn2535-4574
dc.identifier.urihttp://hdl.handle.net/11250/2620800
dc.description.abstractThis paper reports on an action research study on task design and constructive alignment in an optional module at the Norwegian University of Science and Technology. While students appreciated the two professors’ teaching, high failure rates had been an issue for years. This study starts out by exploring potential causes of poor academic achievement. Rather than relying on random interventions, achievement profiles helped to identify crucial issues to inform the selection of measures to improve learning outcomes. A major issue turned out to be students’ ability to respond to conceptual questions, partly due to a mismatch between types of tasks in exercises as compared with those encountered at the final exam. A thorough redesign of the course included a voluntary mid-term exam, additions to the weekly exercises and constructively aligning course components. As a result, failure rates dropped markedly over the years, and students’ ability to cope with conceptual questions clearly improved.nb_NO
dc.language.isoengnb_NO
dc.publisherNordic Journal of STEM Educationnb_NO
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.titleConstructive Alignment in Science and Engineering: From Principle to Practicenb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.description.versionpublishedVersionnb_NO
dc.source.pagenumber33-37nb_NO
dc.source.journalNordic Journal of STEM Educationnb_NO
dc.identifier.doi10.5324/njsteme.v3i1.2992
dc.identifier.cristin1696178
dc.description.localcodePublished by Nordic Journal of STEM Education. Open access. This work is licensed under a Creative Commons Attribution 4.0 International License.nb_NO
cristin.unitcode194,67,70,0
cristin.unitcode194,64,20,0
cristin.unitnameInstitutt for pedagogikk og livslang læring
cristin.unitnameInstitutt for marin teknikk
cristin.ispublishedtrue
cristin.fulltextpreprint
cristin.qualitycode1


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