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STUDENT UNDERSTANDING OF STATES OF STRESS IN MECHANICS OF MATERIALS

机译：学生了解材料力学压力状态

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Students often have far less conceptual understanding in core engineering courses than faculty assume. The first wide-spread application of the Force Concept Inventory in the early 1980's highlighted students' lack of understanding in fundamental physics principles. Recently, educators have been reevaluating student understanding of concepts in the standard science and engineering curriculum using concept inventory instruments in topics such as thermodynamics, mechanics, and fluid mechanics. The objective of this study is to develop a methodology to observe specific examples of difficulty in conceptual understanding which could be used to infer specific student misconceptions. To achieve this task a pilot study was undertaken using students in mechanics of materials (alternately known as strength of materials). The general topic of stress states was chosen for more intensive study. Exploratory interviews using three basic loading cases, pure axial tension, pure shear, and a simply supported beam in bending, revealed that the students interviewed were unable to relate internal stresses to loadings. The students had just completed a summer session of mechanics of materials, but most were unable to define stress. They rarely differentiated between internal and external forces when answering conceptual questions or performing calculations. These difficulties suggest student misconceptions within the topics of stress, and stress distributions. Results of this study augment the poor results that university educators find when implementing concept inventory tests, while providing some general guidance in developing new curriculum materials.
机译：学生们在核心工程课程中经常比教师假设在核心工程课程中的概念理解得多。 1980年代初的力概念清单的第一次宽阔应用突出了学生在基本物理原则中缺乏理解。最近，教育工作者一直在重新评估学生对标准科学和工程课程的概念的理解，这些概念库存仪器在热力学，力学和流体力学等主题中使用概念库存仪器。本研究的目的是制定一种方法来观察概念理解的具体例子，这些概念理解可用于推断特定的学生误解。为实现这项任务，使用材料的机械师（交替称为材料强度）进行试点研究。选择压力状态的一般话题是为了更加密集的研究。使用三种基本装载案件，纯轴向张力，纯剪切和弯曲简单支持的光束的探索性面试显示，采访的学生无法将内部应力与装载联系起来。学生刚刚完成了夏季材料的材料课程，但大多数人无法定义压力。在回答概念性问题或执行计算时，它们很少在内部和外力之间区分。这些困难建议在压力和压力分布的主题内的学生误解。该研究的结果增加了大学教育者在实施概念库存测试时发现的糟糕结果，同时在开发新课程材料方面提供了一些一般指导。

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