Resumen
An inductive-deductive-inductive (I-D-I pedagogical approach,
strengthened with physical model representation (PMR) 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 and the physical representation is discussed.
strengthened with physical model representation (PMR) 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 and the physical representation is discussed.
Idioma original | Inglés |
---|---|
Páginas (desde-hasta) | 13-19 |
Número de páginas | 7 |
Publicación | Journal of Systemics, Cybernetics and Informatics |
Volumen | 17 |
N.º | 3 |
Estado | Publicada - nov 2019 |