The effect of joint role of creative analogy and concept-in-context map on the learning interest and performance of first year mechanical engineering undergraduates

Abstract

High School science to engineering education transition of students offers challenge for instructors to adopt distinct teaching strategies which enable holistic learning matrix and to provide conceptual framework which links their prior knowledge with the freshmen engineering curriculum. In order to achieve these two objectives, an instructional teaching strategy combining the attributes of visual analogy and concept-in-context maps (CC maps) is been illustrated. In this case, engineering strain-stress curve of metals enumerating variation in its strength was used as the subject to be taught to mechanical engineering freshmen. The technical questionnaires, feedback forms and random interviews unveiled three significant things. First, analogy fostered interest and exposed students to creative form of learning. Second, mapping helped in the development of technical inventory. Finally the synergistic treatment of both techniques assisted freshmen to gain complete confidence to attempt any subject related technical query.