Using Inquiry-Based Activities to Repair Student Misconceptions in Engineering Dynamics

该项目的重点是通过主动归纳学习纠正学生对动力学课程中基本概念的常见误解。 该项目的四个主要方面包括：1）开发和测试基于探究的原型实践教育材料，以教授动力学工程概念； 2) 利用动力学概念量表和其他简短的概念问题来评估干预措施的有效性； 3）通过朗读练习和学生进行活动的录音来分析学生的学习过程； 4) 将原型活动和评估结果传播给工程界。 基于探究的学习活动将易于使用、廉价、广泛宣传，并通过各种机制传播，包括传统出版物和演示以及基于网络的活动。 基于探究的方法包含了一些元素（例如协作学习），旨在提高科学、技术、工程和数学课程中代表性不足的学生的保留率。对朗读活动的主观调查和分析将有助于确定基于探究的学习活动在这些人群中的有效性。

This project is focused on correcting common student misconceptions about fundamental concepts in dynamics courses through active inductive learning. Four primary aspects of the project include: 1) the development and testing of prototype inquiry-based, hands-on educational materials to teach engineering concepts in dynamics; 2) utilizing the Dynamics Concept Inventory and other short conceptual questions to assess the effectiveness of interventions; 3) analyzing the process of student learning through talk-aloud exercises and recordings of students conducting the activities; and 4) disseminating the prototype activities and assessment results to the engineering community. The inquiry-based learning activities will be easy to use, inexpensive, well-publicized, and disseminated through a variety of mechanisms, including traditional publications and presentations as well as web-based activities. The inquiry-based approach incorporates elements (e.g., collaborative learning) that are intended to improve the retention of underrepresented students in science, technology, engineering and mathematics programs. Subjective surveys and analysis of the talk-aloud activities will help determine the effectiveness of the inquiry-based learning activities in these populations.