Lessons learned implementing and optimizing Guided Discovery modules

J. Kypuros, C. Tarawneh, H. Vasquez, M. Knecht, R. Wrinkle
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引用次数: 1

Abstract

Students notoriously struggle with common misconceptions in Engineering Mechanics curriculum that negatively impact later courses in Mechanical Engineering and related disciplines. Moreover, traditional, lecture-based curriculum for Statics and Dynamics does not promote sustained student engagement. This paper presents a series of Guided Discovery modules that target key concepts. Guided Discovery is a methodology that borrows aspects of challenge-based instruction and discovery learning. The method is designed to facilitate students paths to discovery of key concepts that are often misinterpreted or not readily mastered. This is accomplished by facilitating students timely discovery of the underlying fundamentals through physical or virtual interaction with Statics and Dynamics challenges. The key difficulty to insuring positive impact on concept mastery is sustaining student engagement throughout the process. When students actively participate in every step, there is a significant improvement on comprehension and retention of commonly misinterpreted concepts. In this paper the authors summarize existing modules and present some of the results. Additionally, the authors detail typical shortcomings that resulted in early implementations of the modules and strategies for overcoming those shortcomings.
实施和优化引导发现模块的经验教训
众所周知,学生们在工程力学课程中与常见的误解作斗争,这些误解对机械工程和相关学科的后续课程产生了负面影响。此外,传统的、基于讲座的静力学和动力学课程并不能促进学生的持续参与。本文提出了一系列针对关键概念的指导性发现模块。引导式发现是一种借鉴了基于挑战的教学和发现式学习的方法。该方法旨在帮助学生发现经常被误解或不易掌握的关键概念。这是通过促进学生通过与静力学和动力学挑战的物理或虚拟交互及时发现基础知识来实现的。确保对概念掌握产生积极影响的关键困难是在整个过程中保持学生的参与。当学生积极参与每一步时,对常见误解概念的理解和记忆都有显著提高。在本文中,作者总结了现有的模块,并给出了一些结果。此外,作者还详细介绍了导致早期模块实现的典型缺点以及克服这些缺点的策略。
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