Automatic Identification of Student Misconceptions and Errors for Truss Analysis
Automatic Identification of Student Misconceptions and Errors for Truss Analysis
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自动识别学生对桁架分析的误解和错误
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
T. Hammond
中科院分区：
文献类型：
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作者：
O. Atilola;Francisco Vides;Erin M. McTigue;J. Linsey;T. Hammond
在力学教育中使用概念清单有很大的潜力来确定干预措施在哪些领域对特定概念起作用或不起作用。概念清单是经过验证的措施，易于实施。在预期的干预措施不起作用的地方，有可能加强学生的学习。通过使用MECHNIX的案例研究，展示了实施概念清单以快速衡量教学干预的有效性的过程。MECHNIX是一个草图识别工具，指导学生绘制自由体示意图(FBD)和桁架问题。它是由德克萨斯农工大学开发的。学生们像通常在纸上或用鼠标和标准电脑显示器一样，在平板电脑上画出他们的答案。这提供了一个学习曲线较低的系统。MECHNIX能够为学生提供即时和智能的反馈；它会告诉他们是否缺少FBD的任何组件，以及他们的答案是否正确。该程序告诉学生他们求解的反作用力或成员力是否正确，但实际上没有提供答案。概念清单表明，机械学在教学中已经比传统的讲课更有效。由于MECHNIX实时捕捉学生的答案，如果在MECHANIX中建立适当的反馈，他们的错误和误解可以很容易地被识别和纠正。MECHNIX仍在开发中，其反馈系统可以进一步完善，以更准确地针对学生应该学习的概念。MECHANIX的未来版本将自动提供说明，描述他们的学生正在犯的错误以及他们可能遇到的困难的概念。这将以一个简单易用的界面提供，教授们可以快速获得学生表现的实时最新情况，然后根据需要调整他们的教学方法和范例。概念清单是一种有效的工具，可以用来确定哪些概念对学生来说最难，应该在MECHNIX软件中针对这些概念进行反馈。概念清单提供了学生不理解的概念的快速识别。概念量表的结果表明，对于静态概念量表，几乎所有的前测分数都处于随机猜测的水平。这意味着教授使用静力学概念量表，对于没有上过静力学的学生，可能没有必要做一次前测。我们的结果确实表明，学生可能熟悉销和槽连接处的力的方向。这些概念清单表明，机械师需要更好地支持学生学习如何分离身体，以获得自由的身体示意图和插销槽上的力的方向。
The use of concept inventories in mechanics education has great potential to identify areas where interventions are either working or not working for particular concepts. Concept inventories are validated measures and easy to implement. Where intended interventions are not working, there is potential for enhancing student learning. This process of implementing concept inventories to quickly measure the effectiveness of a teaching intervention is shown through a case study with Mechanix. Mechanix is a sketch recognition tool that tutors students on drawing free-body diagrams (FBDs) and truss problems. It is being developed at Texas A&M University. Students sketch their answers on tablet computers as they would normally on paper or with a mouse and a standard computer monitor. This provides a system with a low learning curve. Mechanix is able to provide immediate and intelligent feedback to the students; it tells them if they are missing any components of the FBD and if their answers are correct. The program tells the students whether their solved reaction forces or member forces are correct or not without actually providing the answers. The concept inventories indicate the concepts that Mechanix is already more effective at teaching than tradition lecture only. Since Mechanix captures the students answers in real-time, their errors and misconceptions can easily be identified and corrected if appropriate feedback is built into Mechanix. Mechanix is still in development and its feedback system can be further refined to more precisely target the concepts the students should be learning. Future versions of Mechanix will automatically provide instructions with a description of the errors their students are making and the concepts they may be having difficulty with. This will be provide in an easy to use interface where professors can quickly obtain a real-time update on their students’ performance and then adjust their teaching approach and examples as needed. The concept inventories are an effective tool for determining which concepts are most difficult for the students and should be targeted for feedback within the Mechanix software. The concepts inventories provide quick identification of concepts students do not understand. Results from the concept inventories indicate that for the Statics Concept Inventory, almost all pre-scores are at the level of random guessing. This means that professors using the Statics Concept Inventory for students who have not had statics, it may not be necessary to do a pre-test. Our results do indicate that students may be familiar with the direction of forces at pin and slot joints. The concept inventories are indicating that Mechanix needs to better support students in learning how to separate bodies for free body diagram and the directions of forces at pin-in-slots.