June 23, 2013
June 23, 2013
June 26, 2013
Educational Research and Methods
23.324.1 - 23.324.9
Conceptual Change in Mechanics of Materials Conceptual change theories rely on data from disciplines outside of engineering,such as physics and astronomy, making the application of these theories to engineering atestable transition. There are diverse approaches to conceptual change theories, largelyfocused on the structure and size of bits of knowledge. In this work we analyzed a largeinterview data set from a diverse set of topics in mechanics of materials and consideredour data in light of the major tenets of conceptual change theories. Concepts in interviewdata include shear and normal stress in axial loads and beams, shear and bending momentdiagrams, and normal stress in mechanics topics in sophomore to graduate level courses.We examine the following misconception: stresses only occur in the direction of theapplied load. Students often believed that stresses only occurred in the direction of theapplied load, even when considering stress elements at orientations not parallel orperpendicular to the applied load. A theoretical explanation is attempted for thisexplanation in terms of language, epistemology, and ontology. Students appear to havesubstantial difficulty transitioning between ‘real-world’ and ‘academic’ epistemologicaldomains and language plays a large role in this transition. Findings are further utilizedfor teaching and curricular suggestions to facilitate the apparent transition.
Brown, S. A. (2013, June), Conceptual Change in Mechanics of Materials Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/19338
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