Scaffolded instruction and practice helps all learners improve skills. Scaffolded practice exercises and a selection of homework problems use techniques such as hints, partial solutions, feedback on common mistakes, and progressive complexity to build student confidence and reinforce skills.
Sheri D. In addition to publishing technical papers, reports, and textbooks, she has led or co-led several large, multi-institutional projects to build new educational research programs and related resources, such as the Center for the Advancement of Engineering Education CAEE , The National Center for Engineering Pathways to Innovation Epicenter , and a program on summer research experiences for high school teachers.
She is a former Engineering professor. Her teaching and research interests included mechanics, structural analysis, reliability, seismic hazard, loss estimation, and engineering education and pedagogy. Sarah L. When the first view is allowed to predominate, problems tend to become overly idealized and unrelated to engineering with the result that the exercise becomes dull, academic, and uninteresting.
This approach deprives the student of valuable experience in formulating problems and thus of discovering the need for and meaning of theory. The second view provides by far the stronger motive for learning theory and leads to a better balance between theory and application.
The crucial role played by interest and purpose in providing the strongest possible motive for learning cannot be overemphasized. Furthermore, as mechanics educators, we should stress the understanding that, at best, theory can only approximate the real world of mechanics rather than the view that the real world approximates the theory.
This difference in philosophy is indeed basic and distinguishes the engineering of mechanics from the science of mechanics. Over the past several decades, several unfortunate tendencies have occurred in engineering education. First, emphasis on the geometric and physical meanings of prerequisite mathematics appears to have diminished. Second, there has been a significant reduction and even elimination of instruction in graphics, which in the past enhanced the visualization and representation of mechanics problems.
Third, in advancing the mathematical level of our treatment of mechanics, there has been a tendency to allow the notational manipulation of vector operations to mask or replace geometric visualization. Mechanics is inherently a subject which depends on geometric and physical perception, and we should increase our efforts to develop this ability. Do you like this book? Please share with your friends, let's read it!! Search Ebook here:.
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