Learning by identification of mistakes in workings in engineering modules

References

• Ackoff, R. L., & Greenberg, D. (2008). Turning learning right side up: Putting education back on track. New Jersey: Prentice Hall.
   Google Scholar
• Baumeister, R. F., Campbell, J. D., Krueger, J. I., & Vohs, K. D. (2003). Does high self-esteem cause better performance, interpersonal success, happiness, or healthier lifestyles? Psychological Science in the Public Interest, 4, 1–44.10.1111/1529-1006.01431
   PubMed Web of Science ®Google Scholar
• Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. New York, NY: David McKay Company.
   Google Scholar
• Bonwell, C., & Eison, J. (1991). Active learning: Creating excitement in the classroom AEHE-ERIC Higher Education (Report No. 1). Washington, DC: Jossey-Bass.
   Google Scholar
• Corno, L., & Mandinach, E. B. (2004). What we have learned about student engagement in the past twenty years. In D. M. McInerney & S. Van Etten (Eds.), Big theories revisited (pp. 299–328). Greenwich: Information Age.
   Google Scholar
• Covington, M. V. (1999). Caring about learning: The nature and nurturing of subject-matter appreciation. Educational Psychologist, 34, 127–136.10.1207/s15326985ep3402_5
   Web of Science ®Google Scholar
• Craig, S. C. (1985). The decline of partisanship in the US: A re-examination of the neutrality hypothesis. Political Behavior, 7, 57–78.10.1007/BF00987262
   Google Scholar
• DeNeve, K. M., & Heppner, M. J. (1997). Role play simulations: The assessment of an active learning technique and comparisons with traditional lectures. Innovative Higher Education, 21, 231–246.10.1007/BF01243718
   Google Scholar
• Ebner, M., & Holzinger, A. (2002). eLearning in civil engineering: The experience applied to a lecture course in structural concrete. Journal on Applied Information Technology, 1, 1–9.
   Google Scholar
• Fast, L., Lewis, J., Bocian, K., Cardullo, R., Rettig, M., Hammond, K., & Bryant, M. (2010). Does math self-efficacy mediate the effect of the perceived classroom environment on standardized math test performance? Journal of Educational Psychology, 102, 729–740.10.1037/a0018863
   Web of Science ®Google Scholar
• Freire, P. (1993). Pedagogy of the oppressed. New York, NY: The Continuum Publishing Company.
   Google Scholar
• Geer, J. G. (1988). What do open-ended questions measure? Public Opinion Quarterly, 52, 365–367.10.1086/269113
   Web of Science ®Google Scholar
• Glasser, W. (1976). Schools without failure. New York, NY: Harper & Row.
   Google Scholar
• Greven, C. U., Harlaar, N., Kovas, Y., Chamorro-Premuzic, T., & Plomin, R. (2009). More than just IQ: School achievement is predicted by self-perceived abilities-but for genetic rather than environmental reasons. Psychological Science, 20, 753–762.10.1111/psci.2009.20.issue-6
   PubMed Web of Science ®Google Scholar
• Haywood, C. (1992). The strange and wonderful symbiosis of motivation and cognition. International Journal of Cognitive Education and Mediated Learning, 2, 186–197.
   Google Scholar
• Krathwohl, D. R. (2002). A revision of bloom's taxonomy: An overview. Theory Into Practice, 41, 212–218.10.1207/s15430421tip4104_2
   Web of Science ®Google Scholar
• Morony, S., Kleitman, S., Lee, Y. P., & Stankov, L. (2013). Predicting achievement: Confidence vs. self-efficacy, anxiety, and self-concept in Confucian and European countries. International Journal of Educational Research, 58, 79–96.10.1016/j.ijer.2012.11.002
   Web of Science ®Google Scholar
• Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press.
   Google Scholar
• Quinton, S., & Smallbone, T. (2010). Feeding forward: using feedback to promote student reflection and learning – A teaching model. Innovations in Education and Teaching International, 47, 125–135.10.1080/14703290903525911
   Web of Science ®Google Scholar
• Rehak, D. R., & Schields, T. V. (1984). Design of a pedagogical aid for civil engineering education. (Technical Report DRC-12-21-84). Carnegie Institute of Technology, Pittsburg.
   Google Scholar
• Richman, H. (2010). Optimistic bias in the university classroom. Perspectives in Learning, 11, 17–22.
   Google Scholar
• Vrugt, A. J., Langereis, M. P., & Hoogstraten, J. (1997). Academic Self-efficacy and malleability of relevant capabilities as predictors of exam performance. Journal of Experimental Education, 66, 61–72.10.1080/00220979709601395
   Web of Science ®Google Scholar