Cognitive Benefits of Using the Kinetic Diagrams in Teaching Introductory Dynamics
Cognitive Benefits of Using the Kinetic Diagrams in Teaching Introductory Dynamics
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在入门动力学教学中使用动力学图的认知益处
DOI：
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
Yan Tang
中科院分区：
文献类型：
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作者：
Yan Tang
她在工程教育方面的研究重点是认知负荷理论，刻意练习和有效的教学实践。她的背景是动力学和控制。动力学教学中是否应使用动力学图，已有文献讨论过。在求解刚体动力学图时，建议使用无动力学图的自由体图。本文将探讨使用动力图的认知效益，减少不必要的认知负荷，促进有效的实践。我将首先从认知负荷理论的角度来评估这些好处。然后，我将展示如何通过刻意练习来提高学习效率。我们将提供实例和评估结果，以证明这种教学方法的有效性和挑战。
Her research in engineering education focuses on cognitive load theory, deliberate practice, and effective pedagogical practices. Her background is in dynamics and con-trols. Abstract Whether kinetic diagrams should be used in teaching dynamics has been discussed in the literature. It was recommended to use free-body diagrams without kinetic diagrams in solving rigid-body kinetics diagrams. This paper will examine the cognitive benefits of using kinetic diagrams in terms of reducing unnecessary cognitive load and facilitating efficient practice. I will first evaluate the benefits from the perspective of cognitive load theory. Then, I will show how to exploit the benefits through deliberate practice to enhance learning efficiency. Examples and assessment results will be provided to demonstrate the effectiveness as well as the challenges when teaching with this approach.