Call, B. J., & Goodridge, W. H., & Green, C. (2015, June), Strategy, Task Performance, and Behavioral Themes from Students Solving 2-D and 3-D Force Equilibrium Problems  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24742

\bibitem{asee_peer_24742}
  Call, B. J., \& Goodridge, W. H., \& Green, C. (2015, June), \emph{Strategy, Task Performance, and Behavioral Themes from Students Solving 2-D and 3-D Force Equilibrium Problems}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24742

Benjamin James Call, Wade H. Goodridge, and Christopher Green.  "Strategy, Task Performance, and Behavioral Themes from Students Solving 2-D and 3-D Force Equilibrium Problems".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24742 Internet.  29 Jun, 2024

\bibitem{asee_peer_24742}
  Benjamin James Call, Wade H. Goodridge, and Christopher Green.
  "Strategy, Task Performance, and Behavioral Themes from Students Solving 2-D and 3-D Force Equilibrium Problems".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24742 Internet.  29 Jun, 2024

@INPROCEEDINGS{asee_peer_24742
author = "Benjamin James Call, Wade H. Goodridge, and Christopher Green"
title = "Strategy, Task Performance, and Behavioral Themes from Students Solving 2-D and 3-D Force Equilibrium Problems"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24742}
number = {10.18260/p.24742}
}

TY  - CPAPER
AB  -                2-D and 3-D Deconstruction Strategies, Solutions and                 Misconceptions in Introductory Statics ProblemsSophomore engineering students’ cognitive abilities, skills, and experiences represent the nativelevel of knowledge for students endeavoring to learn Statics. Within this stage of students’academic careers, initial engineering courses are being taken and the foundations for futureengineering work is being laid. The Engineering Statics course – the first class in the engineeringmechanics series and one of the first engineering courses offered to many engineering students –presents a prime environment to understand fundamental issues regarding students strategies andmisconceptions in a problem solving process. Gaining an understanding of these students’approaches to Statics problems, and the possible accompanying misconceptions, is motivated bytheir direct correlation and impacts on future engineering coursework and success.This study aims to discover cognitive strategies and misconceptions exhibited by engineeringstudents as they are introduced to 2-D and 3-D equilibrium concepts. Qualitative initial, axial,and selective coding methods, following a constant comparative analysis technique imbedded ingrounded theory, will be used to analyze the responses of students as they solve 2-D and 3-Dequilibrium problems recorded through a transcripted Talk Aloud protocol. An expanded pilotstudy – where the initial group of students solved traditional equilibrium problems and a follow-on group of students solved segmented equilibrium problems – will be discussed in this paper.The study aims to identify mental models for problem solving that can be used to frameinterventions, as well as areas of need where such interventions would help students solvingStatics problems. Procedural and conceptual aspects of students’ strategies and misconceptionswill be discussed individually and interactively. Results will foster future research, refine thequalitative methods applied, and direct pedagogical descriptions of the Statics problem-solvingprocess.
AU  - Benjamin James Call
AU  - Wade H. Goodridge
AU  - Christopher Green
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Strategy, Task Performance, and Behavioral Themes from Students Solving 2-D and 3-D Force Equilibrium Problems
UR  - https://peer.asee.org/24742
DO  - 10.18260/p.24742
ER  -