Foutz, T., & Ward, C. (2017, June), Design of Argumentation Techniques for Learning Engineering Statics  Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28119

\bibitem{asee_peer_28119}
  Foutz, T., \& Ward, C. (2017, June), \emph{Design of Argumentation Techniques for Learning Engineering Statics}
  Paper presented at 2017 ASEE Annual Conference \& Exposition, Columbus, Ohio.
  10.18260/1-2--28119

Tim Foutz P.E. and Christopher Ward.  "Design of Argumentation Techniques for Learning Engineering Statics".  2017 ASEE Annual Conference & Exposition, Columbus, Ohio, 2017, June.  ASEE Conferences, 2017.  https://peer.asee.org/28119 Internet.  09 Mar, 2025

\bibitem{asee_peer_28119}
  Tim Foutz P.E. and Christopher Ward.
  "Design of Argumentation Techniques for Learning Engineering Statics".
  \emph{2017 ASEE Annual Conference \& Exposition, Columbus, Ohio, 2017, June}.
  ASEE Conferences, 2017.
  https://peer.asee.org/28119 Internet.  09 Mar, 2025

@INPROCEEDINGS{asee_peer_28119
author = "Tim Foutz P.E. and Christopher Ward"
title = "Design of Argumentation Techniques for Learning Engineering Statics"
booktitle = "2017 ASEE Annual Conference \& Exposition"
year = "2017"
month = "June"
address = "Columbus, Ohio"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/28119}
number = {10.18260/1-2--28119}
}

TY  - CPAPER
AB  - Mathematics educators use argumentation as a technique to help students understand concepts which often appear abstract to the novice learner.  The authors of this paper investigated argumentation as a strategy to improve conceptual learning in the fundamental engineering course statics and examined how to modify mathematical argumentation to meet the needs of engineering students enrolled in the fundamental engineering course statics.  The paper will report the academic performance of students enrolled in a statics section taught using traditional lectures to the academic performance of students enrolled in a statics course taught using argumentation.  The paper will also provide qualitative information regarding how argumentation developed for mathematical education was modified to meet the needs of students enrolled in an engineering science course.  This investigation is being conducted during the fall semester of 2016 and will continue during the spring semester of 2017.  A preliminary investigation was completed in the spring of 2016 and current in review for publication will be discussed, briefly, so that the reader will understand what led to this present study.
AU  - Tim Foutz P.E.
AU  - Christopher Ward
CY  - Columbus, Ohio
DA  - 2017/06/24
PB  - ASEE Conferences
TI  - Design of Argumentation Techniques for Learning Engineering Statics
UR  - https://peer.asee.org/28119
DO  - 10.18260/1-2--28119
ER  -