Cooperative learning of neutron diffusion and transport theories

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Description

A cooperative group instructional strategy is being used to teach a unit on neutron transport and diffusion theory in a first-year-graduate level, Reactor Theory course that was formerly presented in the traditional lecture/discussion style. Students are divided into groups of two or three for the duration of the unit. Class meetings are divided into traditional lecture/discussion segments punctuated by cooperative group exercises. The group exercises were designed to require the students to elaborate, summarize, or practice the material presented in the lecture/discussion segments. Both positive interdependence and individual accountability are fostered by adjusting individual grades on the unit exam by ... continued below

Physical Description

11 p.

Creation Information

Robinson, Michael A. April 30, 1999.

Context

This article is part of the collection entitled: Office of Scientific & Technical Information Technical Reports and was provided by UNT Libraries Government Documents Department to Digital Library, a digital repository hosted by the UNT Libraries. More information about this article can be viewed below.

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  • Bettis Atomic Power Laboratory
    Publisher Info: Bettis Atomic Power Lab., West Mifflin, PA (United States)
    Place of Publication: West Mifflin, Pennsylvania

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Description

A cooperative group instructional strategy is being used to teach a unit on neutron transport and diffusion theory in a first-year-graduate level, Reactor Theory course that was formerly presented in the traditional lecture/discussion style. Students are divided into groups of two or three for the duration of the unit. Class meetings are divided into traditional lecture/discussion segments punctuated by cooperative group exercises. The group exercises were designed to require the students to elaborate, summarize, or practice the material presented in the lecture/discussion segments. Both positive interdependence and individual accountability are fostered by adjusting individual grades on the unit exam by a factor dependent upon group achievement. Group collaboration was also encouraged on homework assignments by assigning each group a single grade on each assignment. The results of the unit exam have been above average in the two classes in which the cooperative group method was employed. In particular, the problem solving ability of the students has shown particular improvement. Further,the students felt that the cooperative group format was both more educationally effective and more enjoyable than the lecture/discussion format.

Physical Description

11 p.

Notes

INIS; OSTI as DE00006271

Medium: P; Size: 11 pages

Source

  • American Society for Engineering Education Annual Conference, Charlotte, NC (US), 06/20/1999--06/23/1999

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  • Report No.: B-T-3236
  • Grant Number: AC11-98PN38206
  • Office of Scientific & Technical Information Report Number: 6271
  • Archival Resource Key: ark:/67531/metadc698775

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Creation Date

  • April 30, 1999

Added to The UNT Digital Library

  • Aug. 14, 2015, 8:43 a.m.

Description Last Updated

  • April 6, 2017, 7:25 p.m.

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Robinson, Michael A. Cooperative learning of neutron diffusion and transport theories, article, April 30, 1999; West Mifflin, Pennsylvania. (digital.library.unt.edu/ark:/67531/metadc698775/: accessed September 23, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; crediting UNT Libraries Government Documents Department.