Research in Engineering Education Symposium 2011 - rees2009

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Due to the limitations of the instruments used – in some cases multiple-choice tasks with
an openended request for explanations that the students may have considered optional –
we were unable to obtain an very accurate picture of student thinking. Further research
on student understanding of modelling aspects is warranted. We are currently planning
individual student interviews to probe their understanding of these issues more deeply.
Finally, we believe that these results will have implications for the teaching of electric
circuits and other subjects in introductory engineering. From the work of Hestenes (1992)
a successful approach to teaching physics that emphasizes a modelling approach has been
developed (Brewe, 2008). Our own observations in engineering mechanics suggest that
the notion of a theoretical “model” to describe real-world objects (beams, trusses, etc.)
plays an important role there as well. In future work, we would like to bring results from
both these strands of research together.
References
Brewe, E. (2008). Modeling theory applied: Modeling instruction in introductory physics.
American Journal of Physics, 76 (12), 1155-1160.
Carstensen, A.-K. et al. (2005). Labwork Interaction – Linking the Object/Event World to
the Theory/Model World. In Grmela, L. et al. (eds.), European Dimension of Physics
in Engineering Education, Proceedings of the 4th International Conference on
Physics Teaching in Engineering Education PTEE 2005. Brno, Czech Republic.
Carstensen, A., and Bernhard, J. (2007). Threshold concepts and keys to the portal of
understanding. In: Land, R., Meyer, J., and Smith, J. (eds.), Threshold Concepts within
the Disciplines, Sense Publishers.
Hestenes, D. (1992). Modeling games in the Newtonian World. American Journal of Physics,
60 (8), 732-748.
Kautz, C. (2011). Development of Instructional Materials to Address Student Difficulties in
Introductory Engineering. In J. Bernardino & J. C. Quadrado (eds.), Proceedings of
the 1st World Engineering Education Flash Week. Lisbon, Portugal.
Meyer, J., and Land, R., (2003). Threshold Concepts and Troublesome Knowledge (1):
linkages to ways of thinking and practicing within the disciplines. In C. Rust (Ed.),
Improving Student Learning – Ten Years On. Oxford: OCSLD.
Acknowledgements
This research study was partly supported through a grant from NORDMETALL Stiftung. We
would like to thank the instructors of the respective courses for giving us access to their
students in various phases of this project. We would like to thank the students in these
courses, many of whom have contributed to the project through their questions and
comments.
Proceedings of Research in Engineering Education Symposium 2011
Madrid, 4 th - 7 th October 2011