| Autor: |
LUTZ, BENJAMIN D., BROWN, SHANE A., PEROVA-MELLO, NATASHA |
| Předmět: |
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| Zdroj: |
International Journal of Engineering Education; 2023, Vol. 39 Issue 4, p535-547, 13p |
| Abstrakt: |
Although it is widely recognized that conceptual understanding is vital to effective engineering education and practice, both practicing engineers as well as students demonstrate misconceptions related to basic engineering concepts. And while a growing body of research has demonstrated the differences in the role and function of concepts across school and work, less is understood about the ways engineers in practice describe the concepts they use. The purpose of this research is to explore the way practicing engineers articulate their understanding of fundamental concepts in fluid dynamics. Using two independent samples, we administered the Fluid Mechanics Concept Inventory (FMCI) to one group of practicing civil engineers and used FMCI to conduct clinical interviews with the other. Our analysis focuses specifically on understanding of pressurized pipeline problems. We performed descriptive statistical analyses alongside the application of an a priori codebook informed by prior research with students. Misconceptions revealed through incorrect responses to FMCI are elaborated on by the qualitative clinical interviews. Findings suggest that, much like students, practicing civil engineers still harbor misconceptions concerning fundamental fluid mechanics concepts related to pressurized pipe flow problems. Engineers in this study relied on overly simplified relationships and inappropriately applied principles in ways that echo findings from similar research with students. Given the persistence of such misconceptions, it seems important to consider the meaning of these concepts both at work and in preparing students for work. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Supplemental Index |
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