Student Understanding of Kinematics: A Qualitative Assessment

Autor/inn/en	Cashman, Andrew; O'Mahony, Tom
Titel	Student Understanding of Kinematics: A Qualitative Assessment
Quelle	In: European Journal of Engineering Education, 47 (2022) 6, S.886-909 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2022.2073200
Schlagwörter	Physics; Scientific Concepts; Learning Experience; Concept Formation; Active Learning; Phenomenology; Engineering Education; Problem Solving; Teaching Methods; Visual Aids; Laboratory Experiments; Ethics; Integrity; Distance Education; COVID-19; Design + Suchen Sie Ihr Suchwort? Physik; Lernerfahrung; Concept learning; Begriffsbildung; Aktives Lernen; Phenomenological psychology; Phänomenologie; Psychologie; Ingenieurausbildung; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Anschauungsmaterial; Laboratory work; Laborarbeit; Ethik; Integrität; Distance study; Distance learning; Fernunterricht
Abstract	In engineering, kinematics is widely regarded as a fundamental topic with the literature agreeing that students possess a wide range in understanding of the topic. This study aims to take a second-order approach by understanding and exploring the qualitatively different ways in which students approach solving kinematics problems. Phenomenography was used to collect data through ten semi-structured interviews with early-stage mechanical engineering students. Following data analysis, four distinct categories of students' approaches were identified; unstructured, framing the problem, strategic, and conceptual. It was found that these categories could be arranged in a hierarchy and were also supported by secondary epistemic factors in determining why students employed a particular approach. The findings emphasise the need for approaching instruction from multiple perspectives and suggest a more comprehensive learning experience can be supported by linking practical laboratory observations with real-world concepts, use of visual aids, dry labs, active and peer-to-peer learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01