Self-explanation activities in statics: A knowledge-building activity to promote conceptual change

IF 3.9 2区 工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH
Jose Luis De La Hoz, Camilo Vieira, Carlos Arteta
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引用次数: 0

Abstract

Background

The complexity and diversity of problems and concepts in different engineering subjects represent a great challenge for students. Traditional approaches to teaching statics are ineffective in helping some students overcome the learning barriers that underlie learning statics and developing problem-solving skills.

Purpose

This article explores how self-explanation activities may support student learning in statics. Specifically, this study examines the characteristics of student self-explanations of worked examples and their relationship with students′ conceptual change.

Design/Method

The study population included 147 undergraduate engineering students enrolled in a statics course. The students wrote their self-explanations at each step of an incomplete or incorrect worked example in the context of static equilibrium. Students′ self-explanations were qualitatively analyzed using content analysis to identify the approaches used. We used descriptive and inferential statistics to identify differences in students′ conceptual understanding of statics, based on their approach to self-explanation.

Results

We identified four self-explaining approaches: restricted explanations, elemental explanations, inferential explanations, and strategic explanations. After completing the activity, students who self-explained incomplete worked examples showed better results in the quality of their explanations and conceptual change than students in the incorrect worked example condition.

Conclusions

The findings suggest a relationship between the type of worked example, students' approaches to self-explaining, and their conceptual change and problem-solving skills in statics. To increase the quality of the students' explanations and to improve their conceptual understanding, additional prompts or initial training in self-explaining may be required within the worked-examples context.

静力学中的自我解释活动:促进概念转变的知识建构活动
背景不同工程学科中问题和概念的复杂性和多样性对学生来说是一个巨大的挑战。传统的静态教学方法在帮助一些学生克服学习静态的学习障碍和培养解决问题的技能方面是无效的。目的本文探讨自我解释活动如何支持学生学习静力学。具体而言,本研究考察了学生对实例的自我解释特征及其与学生概念变化的关系。设计/方法研究人群包括147名参加静力学课程的工程系本科生。学生们在静态平衡的背景下,在一个不完整或不正确的例子的每一步都写下他们的自我解释。使用内容分析对学生的自我解释进行定性分析,以确定所使用的方法。我们使用描述性和推理统计学来识别学生在自我解释方法的基础上对静力学概念理解的差异。结果我们确定了四种自我解释方法:限制解释、基本解释、推理解释和策略解释。在完成活动后,自我解释不完整样例的学生在解释质量和概念变化方面比不正确样例条件下的学生表现出更好的结果。结论研究结果表明,实例类型、学生自我解释的方法以及他们在静力学中的概念变化和解决问题的技能之间存在关系。为了提高学生解释的质量并提高他们对概念的理解,可能需要在样例环境中进行额外的提示或自我解释的初步培训。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Engineering Education
Journal of Engineering Education 工程技术-工程:综合
CiteScore
12.20
自引率
11.80%
发文量
47
审稿时长
>12 weeks
期刊介绍: The Journal of Engineering Education (JEE) serves to cultivate, disseminate, and archive scholarly research in engineering education.
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