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首页> 外文会议>American Society For Engineering Education Annual Conference and Exposition >DYNAMICS BUZZWORD BINGO: ACTIVE/COLLABORATIVE/INDUCTIVE LEARNING, MODEL ELICITING ACTIVITIES, AND CONCEPTUAL UNDERSTANDING
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DYNAMICS BUZZWORD BINGO: ACTIVE/COLLABORATIVE/INDUCTIVE LEARNING, MODEL ELICITING ACTIVITIES, AND CONCEPTUAL UNDERSTANDING

机译：动态流行语宾果游戏：主动/协作/归纳学习，模型引出活动和概念理解

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At most schools, dynamics does not have a pearly reputation among students; introductory dynamics has one of the highest failure rates of any course at our university. It is usually the first really difficult engineering course that students must take, and many of the concepts are not intuitive. To try to combat this, two instructors have tried to change their instructional techniques to more closely match current trends in engineering education. As in many universities, classroom time is largely spent having students work problems in groups, encouraging both active and collaborative learning. Before each class, one or two example problems are posted in order to help those students who insist that they learn best by "watching the instructor work problems on the board." At least one of these includes audio, where the instructor discusses the steps and thought processes while solving the problem. We have also used two to three Model-Eliciting Activities (MEAs) during each quarter, which provides context to specific dynamics principles. Students apply particle work-energy and momentum principles by creating an accident reconstruction manual for a police department in Sri Lanka, and practice their rigid body work-energy, kinetics, and angular momentum principles by analyzing a catapult for a medieval exhibit at a British Museum. These projects are introduced before the material is covered, serving as a form of inductive learning and hopefully motivating the material. Finally, we have included conceptual questions during each class period to help the students think more deeply about the material (rather than just plugging numbers into equations). Assessment will be presented using three metrics: final exam averages, scores on the Dynamics Concept Inventory, and student attitudinal surveys.
机译：在大多数学校，动态在学生中没有珍珠地声誉;介绍性动态拥有我们大学任何课程的最高失败率之一。这通常是学生必须采取的第一个真正困难的工程课程，而且许多概念并不直观。为试图打击这一点，两位教练试图改变他们的教学技巧，以更密切地匹配当前的工程教育趋势。与许多大学一样，课堂时间在很大程度上花了学生在群体中努力工作，鼓励主动和协作学习。在每个课程之前，发布了一两个示例问题，以帮助那些坚持他们最佳学习的学生通过“在董事会上看教师工作问题”。其中至少其中一个包括音频，教师在解决问题的同时讨论步骤和思考过程。我们还在每个季度使用两到三个模型引出的活动（MEAS），为特定的动态原则提供了背景。学生通过为斯里兰卡警察局创造事故改造手册来应用粒子工作 - 能源和动量原则，并通过分析英国博物馆的中世纪展览的弹射器来练习僵硬的身体工作能源，动力学和角动量原则。这些项目在覆盖材料之前引入，作为一种归纳学习的形式，并希望能够激励材料。最后，我们在每个班级期间都包括概念性问题，以帮助学生更深入地思考材料（而不是将数字堵塞到等式中）。评估将使用三个指标呈现：最终考试平均值，动态概念库存的分数和学生态度调查。

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