| Popis: |
Structural analysis is a foundational statics concept for students majoring in mechanical engineering, civil engineering, and engineering technology, among others. However, the mathematical emphasis of a typical statics courses lies in algebraic calculations, matrices, vectors, and sometimes deemphasizes student understanding of the behavior of the overall structure as a system, focusing instead on its individual elements. This study investigates students’ conceptual understanding of forces acting and reacting in a truss structure as well as their corresponding representations in the form of Free Body Diagrams (FBDs). Our findings suggest that students primarily demonstrated partially coherent answers suggesting that they may hold some misconceptions about truss behavior. The most prevalent error was that students failed to account for the mutual (equal and opposite) forces between connected bodies that were separated for analysis. Based on our findings we propose the design of a learning experience that combines principles of embodied learning with the affordances of visuohaptic simulations to address students’ misconceptions. |
