Cognitive strategies and misconceptions in introductory statics problems

Goodridge, Wade H.; Villanueva, Idalis; Call, Benjamin; Valladares, Maria; Wan, Nick; Green, Christopher

doi:10.1109/fie.2014.7044346

Cited by 4 publications

(4 citation statements)

References 15 publications

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“…Statics concepts are an important keystone in physics and engineering programs . Because statics focuses on objects or systems in equilibrium, it provides a fundamental analytical and design perspective to engineers in different branches such as mechanical, civil, and environmental engineering . Understanding fundamental statics concepts in core engineering courses is essential for students’ overall conceptual learning .…”

Section: Conceptual Difficulties In Learning About Frictionmentioning

confidence: 99%

Visuohaptic experiments: Exploring the effects of visual and haptic feedback on students’ learning of friction concepts

Yüksel

Walsh

Magana

et al. 2019

Comp Applic In Engineering

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In this study, we analyzed students’ reasoning and explanations of friction concepts before and after engaging in guided experimentation with visuohaptic (VH) simulations. The VH experimentation included two affordances: visual cues and haptic feedback. Specifically, we analyzed the outcomes of two treatment groups with different sequences of affordance introduction. The first treatment group started with visual cues, with haptic feedback added later, while the second treatment group started with haptic feedback and added the visual cues later. We recruited 48 students who had previously taken at least one physics course. Participants completed a pre‐ and posttest assessment, which included both procedural and conceptual questions about friction before and after the guided experimentation task. The results show that the participants from both treatment groups benefited from using VH simulations. Both treatment groups showed statistically significant pre/post improvements in their understanding of friction. Moreover, both treatment groups showed a statistically significant increase in the conceptual understanding of friction concepts from pretest to posttest with moderate to strong effect sizes. Implications for laboratory instruction are also discussed.

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Section: Conceptual Difficulties In Learning About Frictionmentioning

confidence: 99%

Visuohaptic experiments: Exploring the effects of visual and haptic feedback on students’ learning of friction concepts

Yüksel

Walsh

Magana

et al. 2019

Comp Applic In Engineering

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“…The range of challenges students face when they learn statics threshold concepts has motivated a significant body of research in this area. These studies focus on: the link between statics and student persistence [1]; factors that influence student performance [2]; conceptual misunderstandings [3]; concept inventories [4]; and interventions designed to improve student learning [5]. A common thread across these studies is the focus on analytical problem solving.…”

Section: Introductionmentioning

confidence: 99%

Exploring the Relationships Between Resilience and Student Performance in an Engineering Statics Class: A Work in Progress

Carnell¹,

Hunsu²,

Ray³

et al.

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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“…Statics is a foundational mechanics course delivered to most engineering students (e.g., Biological, Mechanical, Civil, Environmental, Aerospace Engineering) 16,17 . It is one of the first extensive problem solving experiences that students are given in core engineering content 18 .…”

Section: Introductionmentioning

confidence: 99%

Utilizing Electroencephalography Measurements for Comparison of Task-Specific Neural Efficiencies: Spatial Intelligence Tasks

Call

Goodridge

Villanueva

et al. 2016

JoVE

Self Cite

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Spatial intelligence is often linked to success in engineering education and engineering professions. The use of electroencephalography enables comparative calculation of individuals' neural efficiency as they perform successive tasks requiring spatial ability to derive solutions. Neural efficiency here is defined as having less beta activation, and therefore expending fewer neural resources, to perform a task in comparison to other groups or other tasks. For inter-task comparisons of tasks with similar durations, these measurements may enable a comparison of task type difficulty. For intra-participant and inter-participant comparisons, these measurements provide potential insight into the participant's level of spatial ability and different engineering problem solving tasks. Performance on the selected tasks can be analyzed and correlated with beta activities. This work presents a detailed research protocol studying the neural efficiency of students engaged in the solving of typical spatial ability and Statics problems. Students completed problems specific to the Mental Cutting Test (MCT), Purdue Spatial Visualization test of Rotations (PSVT:R), and Statics. While engaged in solving these problems, participants' brain waves were measured with EEG allowing data to be collected regarding alpha and beta brain wave activation and use. The work looks to correlate functional performance on pure spatial tasks with spatially intensive engineering tasks to identify the pathways to successful performance in engineering and the resulting improvements in engineering education that may follow.

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Cognitive strategies and misconceptions in introductory statics problems

Cited by 4 publications

References 15 publications

Visuohaptic experiments: Exploring the effects of visual and haptic feedback on students’ learning of friction concepts

Visuohaptic experiments: Exploring the effects of visual and haptic feedback on students’ learning of friction concepts

Exploring the Relationships Between Resilience and Student Performance in an Engineering Statics Class: A Work in Progress

Utilizing Electroencephalography Measurements for Comparison of Task-Specific Neural Efficiencies: Spatial Intelligence Tasks

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