GUIDED DISCOVERY MODULES FOR ENGINEERING MECHANICS

Abstract

Students struggle to conceptualize Engineering Mechanics (i.e. Newtonian Physics, Statics, and Dynamics) fundamentals because they cannot successfully visualize the effects of external loads on physical systems and/or do not intuitively comprehend the static or dynamic response. Traditionally, Engineering Mechanics courses like Statics and Dynamics have been primarily lecture-based with little experimentation.  The authors contend that through the use of inquiry-based, mutimodal activities, lower-division engineering students can more effectively interpret Engineering Mechanics concepts. Instructors must place emphasis on engendering properly conceived engineering intuition and contextualizing concepts and fundamentals. The authors hypothesize that by utilizing often simple, multimodal, inquiry-based exercises, instructors can better overcome misconceptions. A novel methodology termed “guided discovery” is presented herein.  It borrows aspects of challenge-based and discovery learning.  The method, however, is optimized for short in-class activities and homework assignments.  Two pilot modules and preliminary results are discussed.