Comparing Engineering Student and Practitioner Performance on the Strength of Materials Concept Inventory: Results and Implications

Autor/inn/en	Sanchez, Dominga; Barner, Matthew; Brown, Shane
Titel	Comparing Engineering Student and Practitioner Performance on the Strength of Materials Concept Inventory: Results and Implications
Quelle	In: Journal of Civil Engineering Education, 148 (2022) 3 PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sanchez, Dominga) ORCID (Barner, Matthew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2643-9107
DOI	10.1061/(ASCE)EI.2643-9115.0000061
Schlagwörter	Engineering Education; Undergraduate Students; Technical Occupations; Transfer of Training; Concept Formation; Knowledge Level + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Technical occupation; Technischer Beruf; Training; Transfer; Ausbildung; Concept learning; Begriffsbildung; Wissensbasis
Abstract	Preparing engineering undergraduate students for the workforce is a goal of engineering programs. Engineering educators arguably provide students with conceptual understanding of engineering fundamentals; however, few studies focus on how knowledge of these concepts transitions into the engineering field. Concept inventories have been used in engineering disciplines as a form of student assessment of conceptual understanding. As measured by concept inventories, conceptual knowledge is presumed to be important for conceptual growth toward successful engineering practice. This study explores the performance of strength of materials conceptual understanding between engineering undergraduate students and practicing engineers. The strength of materials concept inventory was implemented, and data were collected from 153 engineering undergraduate students and 119 practicing civil engineers. The statistical analysis revealed inconsistency in performance across concepts and that structural engineers performed significantly better than nonstructural engineers and engineering undergraduates in 15 of the 23 questions. The difference in performance could be due to the way concepts are situated and applied across academic and workplace contexts. (As Provided).
Anmerkungen	American Society of Civil Engineers. 1801 Alexander Bell Drive, Reston, VA 20191. Tel: 800-548-2723; e-mail: ascelibrary@ascs.org; Web site: https://ascelibrary.org/journal/jceecd
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01