Technology programs examine discipline-related physics topics at higher cognitive levels within a disciplinary context¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In Engineering Technology programs, the cognitive process required by physics questions depends heavily on content: topics directly related to the program's focus area are examined at higher cognitive levels within a disciplinary context, while other topics require only remembering or understanding. → Zakani 2019

Evidence¶

Zakani 2019¶

Zakani, S., Kaupp, J., Turner, R. D., & Frank, B. (2019). Analyzing implicit science and math outcomes in engineering and technology programs. The Canadian Journal for the Scholarship of Teaching and Learning, 10(1). https://doi.org/10.5206/cjsotl-rcacea.2019.1.7994

q2 · i? · design · r2

Content-specialist scoring of physics exam questions plotted in the rigor-relevance grid (Figures 3a and 3b) shows depth of analysis and cognitive process per question. The example from Engineering Technology program 3 illustrates that "the cognitive processes required to answer questions in mechanics are remember and understand" while electricity and magnetism topics reach the application level.

"For example, in Engineering Technology program 3 with a focus on Electronics Engineering, the cognitive processes required to answer questions in mechanics are remember and understand. The same program examines topics in electricity and magnetism at the application level."

Discussion¶

Related Claims¶

• Engineering physics exam questions demand more approach selection or synthesis while Technology questions often prescribe a specific approach — related
• Collected exam questions required no cognitive processes above apply and no originality in analysis or high-level interdependence — related
• No significant differences between Engineering and Technology exam questions in novelty and level of communication — related
• The framework shows high scoring consistency, with 79% agreement and 81% inter-rater reliability on physics questions — related
• Variation among Engineering programs is as large as variation between Engineering and Technology programs — related