Resumen de Implementing and assessing interactive physical models inthe fluid mechanics classroom
Jacqueline K. Burgher, David M. Finkel, Bernard van Wie, Olusola O. Adesope
In this study miniaturized physical models were used that consist of a base unit and two fluid mechanics cartridges in ajunior-level chemical engineering classroom (N = 38). The implementation was structured using Bloom’s taxonomy tocharacterize modes in which concepts were presented and learned by the students and the learning evaluated from an ICAPhypothesis (Interactive, Constructive, Active, Passive) perspective, Anderson’s Information Processing Theory, andcognitive load theory. Pre-and post-tests in the form of quantitative assessments were administered after implementationwith a passive control group and an interactive group using physical models. Findings indicate the interactive groupachieved larger learning gains when paired with higher-level Bloom’s activities, with three assessment questions showingstatistical significance. These results indicate that interactive pedagogies linked with higher-level Bloom’s activities helpstudents store information in their long-term memory better than passive pedagogies. Additionally, results support theICAP hypothesis because the interactive sessions lead to higher learning gains than a passive session. Primary conclusionsare that students who engage in high interactivity concepts achieve learning gains when the instructional design is pairedwith higher-level Bloom’s activities. Conversely, when students are presented with lower level concepts that have highelement interactivity they show no difference in learning gains at lower Bloom’s taxonomy levels. The collective evidencesupports a specific niche for the use of physical models in interactive environments where student learning of highinteractivity concepts is paired with higher-level Bloom’s activities.
