| Autor: |
Cashman, Andrew, O'Mahony, Tom |
| Předmět: |
|
| Zdroj: |
European Journal of Engineering Education; Dec2022, Vol. 47 Issue 6, p886-909, 24p |
| Abstrakt: |
In engineering, kinematics is widely regarded as a fundamental topic with the literature agreeing that students possess a wide range in understanding of the topic. This study aims to take a second-order approach by understanding and exploring the qualitatively different ways in which students approach solving kinematics problems. Phenomenography was used to collect data through ten semi-structured interviews with early-stage mechanical engineering students. Following data analysis, four distinct categories of students' approaches were identified; unstructured, framing the problem, strategic, and conceptual. It was found that these categories could be arranged in a hierarchy and were also supported by secondary epistemic factors in determining why students employed a particular approach. The findings emphasise the need for approaching instruction from multiple perspectives and suggest a more comprehensive learning experience can be supported by linking practical laboratory observations with real-world concepts, use of visual aids, dry labs, active and peer-to-peer learning. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
|
