An articulation of the concepts and skills which underlie engineering statics

Steif, Paul S.

doi:10.1109/fie.2004.1408579

Cited by 64 publications

(75 citation statements)

References 3 publications

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“…Steif's 11 Concepts of Statics and Common Errors most closely align with the Task Performance themes described above. Primarily, the conceptual foundation of the targeted portion of Statics included in this study belong to Steif's fourth concept: "Equilibrium conditions are imposed on a body."…”

Section: Resultsmentioning

confidence: 73%

“…Specific findings have been provided to support and expand upon the publications on Statics coursework 7,13 and student learning strategies and approaches 4,10,11 , as well as engineering education research methods 3,5 . The strategies employed, behaviors manifested, and errors made in Statics courses will sound familiar to those with experience in the field.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

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Strategy, Task Performance, and Behavioral Themes from Students Solving 2-D and 3-D Force Equilibrium Problems

Call¹,

Goodridge²,

Green³

2015 ASEE Annual Conference and Exposition Proceedings

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Christopher Green is a senior in the Mechanical and Aerospace Engineering program, with an Aerospace Emphasis and a minor in Computer Science. He plans to finish his undergrad in Dec. 2015, and continue to earn his MS in Aerospace Engineering and Ph.D. in Engineering Education. In addition to school, he researches common misconceptions students struggle with in engineering and develops ways to overcome them. After graduation, his career goals include working in the industry of unmanned aerial vehicles and improving training processes within engineering companies. His hobbies include ballroom dance, violin, board games, and outdoors. Additionally, he enjoys teaching others, especially engineering, math, and dance. He was raised in Highland, UT as the fourth of six children and values a close relationship with family.c American Society for Engineering Education, 2015Page 26.1405.1 Strategy, Task Performance, and Behavioral Themes from Students Solving 2-D and 3-D Force Equilibrium ProblemsAbstract Sophomore engineering students display cognitive strategies while solving Statics problems that yield insight into our understanding of their native levels of knowledge. Within this stage of their academic careers, initial engineering courses are being taken, laying the foundations for future engineering success. Engineering Statics -the first class in the engineering mechanics series as well as one of the first engineering courses offered to many engineering studentspresents a prime environment to understand fundamental issues regarding students strategies and misconceptions in a problem solving process. Gaining an understanding of these students' approaches to Statics problems, and the possible accompanying misconceptions, is motivated by their direct correlation and impacts on future engineering coursework and success.This study aims to discover cognitive strategies and misconceptions exhibited by engineering students as they are introduced to 2-D and 3-D force equilibrium concepts. Qualitative initial, axial, and selective coding methods, following a constant comparative analysis technique imbedded in grounded theory, were used to analyze the responses of students as they solve 2-D and 3-D force equilibrium problems recorded through a transcribed Think-Aloud protocol. An expanded pilot study -where the initial group of students solved traditional equilibrium problems and a follow-on group of students solved segmented equilibrium problems -is discussed in this paper. The study aimed to identify mental models for problem solving that can be used to frame interventions, as well as areas of need where such interventions would help students solving Statics problems. Procedural and conceptual aspects of students' strategies and misconceptions are discussed individually and interactively. Results will foster future research, refine the qualitative methods applied, and direct pedagogical descriptions of the Statics problem-solving process.

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Section: Resultsmentioning

confidence: 73%

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Strategy, Task Performance, and Behavioral Themes from Students Solving 2-D and 3-D Force Equilibrium Problems

Call¹,

Goodridge²,

Green³

2015 ASEE Annual Conference and Exposition Proceedings

View full text Add to dashboard Cite

show abstract

“…Another academic perspective that is particularly germane to analysis of machines is provided by the observations of Steif [10] who makes the claim that the skills required in Statics include mathematical skills as well as "less recognized skills" including the ability to:…”

Section: Potential Issues With Typical Problem Contextsmentioning

confidence: 99%

Providing Hands-On Context to Frames and Machines Analysis

Prins¹

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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“…13,14,15,18 First we introduce our pedagogical model and then describe the design of a discipline-based ELM to help students learn difficult concepts in engineering statics.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Each academic discipline appears to have at least one course wherein the withdrawal and failure rate is related to difficulty in understanding abstract or difficult concepts. The standard course engineering statics includes a set of difficult concepts; 13,14,15 and is therefore proposed to be an exemplary candidate for this pedagogical research.…”

Section: Literature Reviewmentioning

confidence: 99%

Using the Cognitive Apprenticeship Model to Develop Educational Learning Modules: An Example from Statics

Polo¹

2015 ASEE Annual Conference and Exposition Proceedings

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Francesca G. Polo is a doctoral student in the School of Engineering Education at Purdue University. Her current research investigates motivational and cognitive affordances in game design to inform pedagogy. She earned both M.S. and B.S. degrees in electrical engineering from the Rochester Institute of Technology and has over 15 years combined work experience in academia, industry, and a DOE sponsored laboratory. She is a member of ASEE, AAPT, and a Senior member of the IEEE.c American Society for Engineering Education, 2015 Page 26.1687.1 Using a Cognitive Apprenticeship Model to Develop Educational Learning Modules: An Example from Statics AbstractWe present a pedagogical model that incorporates cognitive apprenticeship and computational modeling as a means for overcoming engineering students' conceptual difficulties. Apprenticeship is rooted in helping novices become experts through guided learning. The pedagogical model focuses on the cognitive and metacognitive aspects in achieving expertise. These aspects are central to the design of a learning environment of the cognitive apprenticeship model. The cognitive apprenticeship model's framework has four dimensions: types of knowledge required for expertise, teaching methods to promote its development, sequencing of the learning activities, and the social characteristics of the learning environment. Using these dimensions, we developed educational learning modules to guide understanding of individual, difficult concepts in engineering statics, namely moment of a force, truss analysis, and second moment of area. Students' attention is directed to the nuances of a difficult concept through qualitative and quantitative activities. The quantitative computational modeling activities are integral to each educational learning module. When students formulate computational models, they develop understanding by engaging in the theory and observations of a situation. Students complete each educational learning module in about three hours outside of class after they have been introduced to the individual topic in lecture(s) and completed a series of homework problems. As students complete an activity, they are encouraged to refer to its corresponding grading rubric, which conveys expectations of quality across different levels of expertise. Our pedagogical model can be used to design learning modules for difficult concepts in other STEM subjects.

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An articulation of the concepts and skills which underlie engineering statics

Cited by 64 publications

References 3 publications

Strategy, Task Performance, and Behavioral Themes from Students Solving 2-D and 3-D Force Equilibrium Problems

Strategy, Task Performance, and Behavioral Themes from Students Solving 2-D and 3-D Force Equilibrium Problems

Providing Hands-On Context to Frames and Machines Analysis

Using the Cognitive Apprenticeship Model to Develop Educational Learning Modules: An Example from Statics

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