An Evaluation of the Learning of Structural Engineering Concepts during the First Two Years of a Project-Based Engineering Degree

Autor/inn/en	Molyneaux, Tom; Setunge, Sujeeva; Gravina, Rebecca; Xie, Mike
Titel	An Evaluation of the Learning of Structural Engineering Concepts during the First Two Years of a Project-Based Engineering Degree
Quelle	In: European Journal of Engineering Education, 32 (2007) 1, S.1-8 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
Schlagwörter	Student Attitudes; Laboratories; Academic Achievement; College Freshmen; Engineering Education; Concept Formation; Student Projects; Teaching Methods; Program Descriptions; Instructional Effectiveness; Interviews; Educational Environment; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Schülerverhalten; Laboratory; Laboratorium; Schulleistung; Studienanfänger; Ingenieurausbildung; Concept learning; Begriffsbildung; Schulprojekt; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Interviewing; Interviewtechnik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Australien
Abstract	In the modern working environment it is essential for a structural engineer to have an understanding of abstract concepts in structural behaviour and an ability to use them qualitatively. This paper presents the findings of a study on how effectively students acquire such conceptual understanding within a new project/design focused degree course. The new degree programme is described. The first-year students experience a mixture of learning opportunities, including model building/testing, laboratories, workshops/tutorials, and lectures. In the second year there are two design exercises but no formal structural theory course. Specific concepts-based learning material was introduced into the first-year course at mid-semester and the effectiveness of this examined by tests and interviews. The performance of the first-year students is compared to that of the second-year students. The findings show that there is good student engagement and satisfaction with the course and that basic skills are successfully being acquired throughout both years. However, the study highlights areas where concepts are not being adequately developed in the first year and subsequently show little enhancement in the second year. (Contains 1 table and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10