• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>The international journal of engineering education >The Effects of Computer Simulation and Animation (CSA) on Student Learning and Problem Solving in Engineering Dynamics
【24h】

The Effects of Computer Simulation and Animation (CSA) on Student Learning and Problem Solving in Engineering Dynamics

机译：计算机仿真和动画（CSA）对工程动力学学生学习与问题的影响

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相关主题

摘要

This paper aims to study the effects of computer simulation and animation (CSA) on student learning and problem solving in Engineering Dynamics, a second-year foundational undergraduate engineering course required in many engineering programs. Two new CSA modules were developed, focusing on Newton's second law of motion and the principle of angular impulse and momentum, respectively. A significant amount of qualitative verbal data generated from 24 student participants' think-aloud activities was analyzed based on five of the six categories in the cognitive process dimension of Revised Bloom's Taxonomy: remember, understand, apply, analyze, and evaluate. The research findings from the present study reveal that compared to traditional textbook style (TTS) instruction, CSA enabled students to perform mental activities more frequently in the "understand" category during learning, and more frequently in all five categories (remember, understand, apply, analyze, and evaluate) during problem solving.
机译：本文旨在研究计算机仿真和动画（CSA）对工程动态学生学习和解决问题的影响，是许多工程方案所需的第二年基础本科工程课程。开发了两种新的CSA模块，专注于牛顿的第二次运动规律和角度脉冲和动量的原则。根据经修订的盛开分类学的认知过程维度中的五个类别，分析了24名学生参与者的思考活动中产生的大量定性口头数据：记住，了解，理解，申请，分析和评估。本研究的研究结果表明，与传统教科书样式（TTS）指导相比，CSA使学生能够更频繁地在学习期间更频繁地执行心理活动，更频繁地在所有五个类别中更频繁地（请记住，理解，申请在解决问题期间，分析和评估）。

著录项

获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号