July 26, 2021
July 26, 2021
July 19, 2022
Shear stress is an essential concept for engineering undergraduates to understand and apply in civil engineering problem-solving. This exploratory study compares undergraduate engineering students’ and practicing civil engineers’ conceptual knowledge of shear stress in beams utilizing a concept inventory. Concept inventories have been used in engineering disciplines as a form of assessment of student conceptual understanding and are presumed to be important for measuring conceptual growth towards successful engineering practice. It can also provide insight into how to enhance undergraduate engineering education to focus on concepts most relevant to engineering practice. The 23 question strengths of materials concept inventory was implemented, resulting in responses from 153 undergraduate engineering students and 119 practicing civil engineers. Three questions that focused on shear stress in beams were analyzed. Although overall results indicate that practicing engineers perform better than students, performance from all participants is low in the three shear stress beam questions. Undergraduates had a higher presence of misconceptions related to the location of maximum shear stress in a bending beam while practicing civil engineers demonstrated a misconception that the maximum shear stress is located at the ends or support of the bending beam. Both groups were challenged with locating where the maximum shear stress is located depending on the type of plane. Outcomes from this study suggest more work may be needed when addressing conceptual understanding related to shear stress concepts.
Sanchez, D., & Brown, S. A., & Barner, M. S. (2021, July), Comparison of Conceptual Knowledge of Shear Stress in Beams Between Civil Engineering Undergraduates and Practitioners Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36820
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