An inductive-deductive-inductive pedagogical learning approach for mechanics of materials

Jorge O. Montoya; Heidi A. Diefes-Dux

An inductive-deductive-inductive pedagogical learning approach for mechanics of materials

Ingeniería Civil

Resultado de la investigación: Contribución a una conferencia › Artículo

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Idioma original	Inglés estadounidense
Estado	Publicada - 1 ene 2017
Evento	2017 Research in Engineering Education Symposium, REES 2017 - Duración: 1 ene 2017 → …

Conferencia

Conferencia	2017 Research in Engineering Education Symposium, REES 2017
Período	1/01/17 → …

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Montoya, J. O., & Diefes-Dux, H. A. (2017). An inductive-deductive-inductive pedagogical learning approach for mechanics of materials. Papel presentado en 2017 Research in Engineering Education Symposium, REES 2017, .

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abstract = "Copyright {\textcopyright} 2017 Jorge O. Montoya and Heidi A. Diefes-Dux. An inductive-deductive-inductive pedagogical approach was taken in a mechanics of materials course. The first inductive phase consisted of visualization and experimentation with a simple physical model. The second inductive phase consisted of problem solving and physical model development. The two inductive phases were bridged with a more deductive development of the constitutive equations. The implementation of this approach in a course that previously only used lecture resulted in a significant increase in the student passing rate and decrease in the number of withdrawals. The importance of the three phases is discussed.",

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N2 - Copyright © 2017 Jorge O. Montoya and Heidi A. Diefes-Dux. An inductive-deductive-inductive pedagogical approach was taken in a mechanics of materials course. The first inductive phase consisted of visualization and experimentation with a simple physical model. The second inductive phase consisted of problem solving and physical model development. The two inductive phases were bridged with a more deductive development of the constitutive equations. The implementation of this approach in a course that previously only used lecture resulted in a significant increase in the student passing rate and decrease in the number of withdrawals. The importance of the three phases is discussed.

AB - Copyright © 2017 Jorge O. Montoya and Heidi A. Diefes-Dux. An inductive-deductive-inductive pedagogical approach was taken in a mechanics of materials course. The first inductive phase consisted of visualization and experimentation with a simple physical model. The second inductive phase consisted of problem solving and physical model development. The two inductive phases were bridged with a more deductive development of the constitutive equations. The implementation of this approach in a course that previously only used lecture resulted in a significant increase in the student passing rate and decrease in the number of withdrawals. The importance of the three phases is discussed.

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