An Inverted Teaching Model for a Mechanics of Materials Course
An Inverted Teaching Model for a Mechanics of Materials Course
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材料力学课程的倒排式教学模式
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发表时间：
2012
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通讯作者：
T. Philpot
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作者：
Jeffery S. Thomas;T. Philpot
工程力学科学与技术中的机械工程持牌专业工程师。他的技术兴趣是机械表征，建筑，以及对生物系统的影响力。他的艺术爱好是音乐。摘要在过去的两年里，密苏里州科技大学的教师一直在以倒置的形式提供材料力学课程的某些部分。在这种形式中，学生在课外学习概念，使用作者开发的教科书，动画和视频，并在可选的课堂时间内单独或分组完成家庭作业。学生参加八个多项选择考试和一个期末考试，这是共同的倒排部分和更传统的讲座为基础的部分。倒排部分的作业是指定的，但不评分。课堂考试在计算机实验室进行，每个学生都会收到一组个性化的问题。超过1200名学生在18个课程部分参加了倒置部分本身或其他非传统部分之前，今天使用的特定格式。这一组的一个子集与传统部分的学生进行了比较。基于（1）普通期末考试的表现或（2）结构分析课程的课程成绩，两组之间没有统计学显著差异。学生在倒排部分使用的动画和视频可以在班级网站上找到。有167个动画模块和230个视频。动画包含示例问题和练习。这些视频平均长度为6分钟，涵盖概念、演示、问题策略、问题解决方案和实验。作者使用Google Analytics来跟踪每一条内容的使用量。在过去16个月中，该网站的访问量为46 500次，其内容（不包括动画）的使用时间共计12 700小时。通过对每个多项选择的执行情况，作者开发了一个概念清单，并从最好到最差的理解概念进行了数字排名。结合每个在线资源的利用程度，作者现在可以针对学生最不理解的概念和最喜欢的格式开发未来的课程材料。倒置的教学格式适用于每一门大学课程，但作者开始以更科学、更数据驱动的方式来看待他们的材料力学课程。
mechanical engineering in engineering mechanics S&T. a licensed Professional Engineer. His technical interests are in mechanical characterization, construction, and the influence of force on biological systems. His artistic interests are in music. Abstract Instructors at Missouri University of Science and Technology have been offering certain sections of a mechanics of materials course in an inverted format for the past two years. In this format, students learn the concepts outside of class, using a textbook, animations and videos developed by the authors, and work on homework either individually or in groups during the optional class time. Students take eight multiple-choice exams and a final exam that is common to both the inverted sections and the more traditional lecture-based sections. Homework in the inverted sections is assigned but not graded. The in-class exams are given in a computer lab, and each student receives an individualized set of questions. Over 1200 students in 18 course sections have participated in either the inverted sections themselves or the other non-traditional sections that preceded the particular format used today. A subset of this group was compared to students in the traditional sections. No statistically significant difference between the two groups was found based on (1) performance on the common final exams or (2) course grade in a structural analysis course. The animations and videos used by students in the inverted sections are available on a class web site. There are 167 animation modules and 230 videos. The animations contain example problems and exercises. The videos are, on average, six minutes in length and cover concepts, demonstrations, problem strategies, problem solutions, and experiments. The authors use Google Analytics to track how much each piece of content is utilized. The website was accessed 46,500 times, and the content, excluding the animations, was used for a total of 12,700 hours during the past 16 months. By how perform on each multiple-choice the authors have developed a concept inventory with numerical rankings from the best to worst understood concepts. Combining this with how much each online resource is utilized, the authors can now target development of future course materials on the least-understood concepts and in the format most preferred by the students. An inverted teaching format would appropriate for every college course, but it the authors begin looking at their mechanics of materials course in a more scientific, data-driven manner.