English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

“Structure and Principle of Internal Combustion Engine” is a fundamental compulsory course for undergraduate students in vehicle engineering. Many instructors have to use traditional lecture method because of a huge assignment and an urgent time schedule, leading to a less understanding and a lower motivation for students. Peer instruction is a new pedagogy which changes the monologue style of traditional lecture. The level of active learning is enhanced via a series of concept tests in class. Four norms including active learning, cooperative learning, instructor-student interaction, and student-student interaction make this new pedagogy effective and prevalent. In this study, the peer instruction is reviewed at first. Then, the theory of peer instruction is presented. Next, the implementation strategies for this introductory course is discussed. Introduction According to constructivism theory, lecture by instructor is an incentive not the purpose while learning knowledge by students is the purpose. Traditional teaching is based on the center of instructor. Students are kept on their seats listening lectures for a long time. Lack of instructor-student interaction and less attractive to students make this teaching style is not optimistic. However, for most of engineering education in Chinese universities, traditional lecture is still the dominate way of teaching. The knowledge and conceptual understanding cannot be impressive and it will be forgot very soon in a way of rote learning. Teaching mode is a relatively stable didactical framework and procedure under the direction of a certain teaching theory. Traditional mode takes teaching as a single-way of information transmission from instructor to students. It is very difficult for students to understand and assimilate their received information, which is not helpful for cultivating innovative thinking and capability of solving practical problem. Studies indicate that cooperative learning is an effective way of knowledge construction and innovative thinking cultivation. In 1946, Edgar Dale proposed a theory of pyramid study, which is shown as Figure 1. The data labelled in the right are the average retention rate of knowledge after two weeks. It is shown that active learning methods are superior than passive learning evidently. The most efficient learning method is not listening to others by your ear but telling it to others by yourself. Figure 1. The study pyramid.

Teaching Strategies of an Introductory Course by Peer Instruction for Undergraduate Students in Vehicle Engineering