Gieskes, K. E., & McGrann, R. T., & DeRusso, C. G. (2012, June), Visual Representations in Mechanical Engineering Education  Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--22221

\bibitem{asee_peer_22221}
  Gieskes, K. E., \& McGrann, R. T., \& DeRusso, C. G. (2012, June), \emph{Visual Representations in Mechanical Engineering Education}
  Paper presented at 2012 ASEE Annual Conference \& Exposition, San Antonio, Texas.
  10.18260/1-2--22221

Koenraad E. Gieskes, Roy T.R. McGrann, and Charles Gazeley DeRusso.  "Visual Representations in Mechanical Engineering Education".  2012 ASEE Annual Conference & Exposition, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://peer.asee.org/22221 Internet.  20 Dec, 2024

\bibitem{asee_peer_22221}
  Koenraad E. Gieskes, Roy T.R. McGrann, and Charles Gazeley DeRusso.
  "Visual Representations in Mechanical Engineering Education".
  \emph{2012 ASEE Annual Conference \& Exposition, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://peer.asee.org/22221 Internet.  20 Dec, 2024

@INPROCEEDINGS{asee_peer_22221
author = "Koenraad E. Gieskes, Roy T.R. McGrann, and Charles Gazeley DeRusso"
title = "Visual Representations in Mechanical Engineering Education"
booktitle = "2012 ASEE Annual Conference \& Exposition"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/22221}
number = {10.18260/1-2--22221}
}

TY  - CPAPER
AB  -            Visual Representations in Mechanical Engineering EducationIn all forms of education, the style by which the visual representation of concepts is presentedhas a strong effect on both the learning of the students as well as the overall language andprocesses that the students will use when dealing with those concepts. With a focus specificallyon mechanical engineering education, this paper provides an investigation of the role of visualrepresentations in learning concepts in mechanical engineering. One of the main examples ofsuch a visual representation is the free-body diagram which is used to display and analyze forcesacting on a body. While, in general, these diagrams are universal in mechanical engineering,each subject within a field (e.g., statics, dynamics, vibrations, etc.) has its own “dialect.” That is,while similar, each has distinct characteristics that focus on the specific information needed inthat subject. These representations used in engineering education not only influence the learningof the students, but also affect the analytical methods used by students when they encountersimilar concepts in their work. This investigation of the role of visual representations inengineering and the students’ understanding thereof consists of several parts. First, an overviewof such representations in mechanical engineering education is provided. Then a comparison ofthe different types of visual representations is presented. This paper culminates in a discussionand comparison of the results of this investigation of student learning at various stages in theireducational careers. Data is collected from a first-year introductory engineering class and from asenior capstone design course.
AU  - Koenraad E. Gieskes
AU  - Roy T.R. McGrann
AU  - Charles Gazeley DeRusso
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - Visual Representations in Mechanical Engineering Education
UR  - https://peer.asee.org/22221
DO  - 10.18260/1-2--22221
ER  -