In this study, a sophomore-level Biomaterials and Biomechanics laboratory, junior-level Biotransport laboratory, and senior-level Professional Elements of Design course were modified or created in order to integrate components of the cognitive apprenticeship model to teach experimental design. To assess the influence of the cognitive apprenticeship model on student ability to design experiments we evaluated the quality of verification and validation protocols between students who matriculated through traditional, technique driven laboratory experiences (traditional group) and students who participated in cognitive apprenticeship inspired inquirybased laboratory experiences (experimental group). Student work was assessed using a modified EDAT rubric9 to evaluate 19 elements of experimental design. Student work from the experimental group showed gains greater than 15% in four experimental design competency areas: Independent variable identification, experimental control identification, published protocol identification, and appropriate statistical analysis. In summary, our data suggests that the vertical implementation of a cognitive apprenticeship strategy enhances student ability to design effective experiments.
|Published - Sep 24 2013
|120th ASEE Annual Conference and Exposition - Atlanta, GA, United States
Duration: Jun 23 2013 → Jun 26 2013
|120th ASEE Annual Conference and Exposition
|6/23/13 → 6/26/13
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