An Investigation into Alternative Conceptions and Knowledge Retention of Manufacturing Concepts in Undergraduate/Graduate Engineering Students

Diagnosis of Students' Mathematical Background to Address Manufacturing Courses

“…For example, a teaching strategy focused on collaborative learning and the use of projects to improve teaching in the field of manufacturing technologies is presented in [12]. Another example is found in [13,14], where an analysis of the degree of retention of manufacturing knowledge in engineering students is carried out. These works are especially interesting because the degree of knowledge retention obviously influences the amount of consolidated knowledge with which a student faces subsequent courses.…”

A Systematic Literature Review: Human Roles, Competencies And Skills In Industry 4.0

“…Able to work and control machines, knowledgeable in production planning and design process, understand the Industry 4.0 integration, specialized knowledge in manufacturing activities and processes, familiar with the use of DFMA principle, quality control, understand the manufacturing processes and its requirement. (Aichholzer, 2015;Bahrin et al, 2016;Gehrke & Kühn, 2015;Golightly et al, 2016;Hertle et al, 2017;Jaeger et al, 2014;Liu & Xu, 2017;Lorenz et al, 2015;Monostori et al, 2016;Pfeiffer, 2016;Prifti et al, 2017;Serrano, Prades, Bruscas, & Abellán-Nebot, 2013; IT…”

An economical in-class sticker microfluidic activity develops student expertise in microscale physics and device manufacturing

“…While misconceptions specific to miniaturization science are still being established, [2][3][4] many of the areas of knowledge upon which it builds have established research on students' misconceptions. These include transport processes, 6,7 fluid dynamics 24 (p. 172), and manufacturing 25 (p. 172), which suggests that misconceptions in miniaturization science are likely a challenge as students may retain existing misconceptions and rely on those misconceptions to organizing new, miniaturization-related, knowledge improperly. In addition, prior work has noted that many misconceptions share similar features, one of which is that the phenomena in question is typically invisible to the human eye 33 (p. 172).…”

“…Microfluidics embodies the convergence of knowledge from fields as broad as fluid dynamics, materials science, chemistry, and manufacturing. Those contributing fields are often conceptually challenging for students in their own right (e.g., fluid dynamics [1][2][3][4][5] and manufacturing 6,7 ). Perhaps unsurprisingly, their intersection in microfluidics amplifies learning challenges as students must synthesize concepts from multiple fields along with new behaviours that emerge from miniaturization.…”