TITLE:
Facilitating Retention and Transfer of Physics Concepts with Challenging Assignments in Design-Based Learning Projects
AUTHORS:
Sonia Maria Gomez Puente, Gerrit M. W. Kroesen
KEYWORDS:
Retention, Transfer, Design-Based Learning, Challenge-Based Learning, Active Learning
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.8 No.12,
December
29,
2020
ABSTRACT: Retention
and transfer of information were tested in a second-year bachelor design-based
learning project, and compared with a traditional bachelor level course. The
project Signal and Systems is a core and compulsory course within the physics curriculum of the
Applied Physics Department at the Eindhoven University of Technology, the
Netherlands. Students from different year-level cohorts participated in a study
consisting of a 15-open question test on systems, control technology, and
Laplace transform. Students’ perceptions of active learning educational factors that may
support understanding and the retention and transfer of information were also
measured. A small number of students were interviewed in focus groups to
validate the data on elements that promote retention and transfer. Results
indicate that students following
the design-based learning project recorded higher median marks in their
assignments compared to those enrolled in the traditional course. Students from
all cohorts agreed that the educational factors promoting learning were
repetition of topics throughout the bachelor curriculum, practicing and
providing feedback, and an explanation on errors made. Results from this study
serve as a suitable example for tertiary educational practitioners to use
design-based learning to facilitate retention and transfer.