The Role of Applied Mechanics in Bridging the Gaps in Prior Learning for Aspirants of Engineering Education
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Singamneni, Sarat
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MDPI
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Building a technology-driven world appears to be the main motivational force behind students choosing to undertake engineering studies. The first year of engineering education plays a significant role in demonstrating sufficient mathematical and scientific rigor to satisfy these motivational factors. The common applied mechanics courses play a central role in achieving this. At the same time, a vast majority of students suffer from a lack of the necessary mathematical skills and analytical orientation for various reasons. Due to different educational philosophies and teaching pedagogies, a lack of proper integration between mathematics and applied mechanics is common. Several efforts were made to build better curriculum, teaching, and learning systems, resulting in widely varied solutions, but most of them require drastically different implementation approaches. With sufficient rigor in teaching and assessment, the first-year applied mechanics (common) courses designed for engineering students can solve students’ mathematical and motivational lapses and help bridge the gaps between pre-university and university education endeavours. This paper presents evidence supporting this argument. In particular, datasets collected from the direct experiences delivering the first-year static and dynamics courses to many students over the past decade and a half are analysed to establish the proposition.
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Social Sciences, Education & Educational Research, engineering, education, statics, dynamics, mathematical skills, mathematics, 3901 Curriculum and Pedagogy, 3903 Education Systems, 39 Education, Bioengineering, 4 Quality Education, 1301 Education Systems, 1302 Curriculum and Pedagogy, 1303 Specialist Studies in Education, 3902 Education policy, sociology and philosophy, 3904 Specialist studies in education
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Education Sciences, ISSN: 2227-7102 (Print); 2227-7102 (Online), MDPI, 11(10). doi: 10.3390/educsci11100626
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© 2021 by the author. Licensee MDPI, Basel, Switzerland. This article is an open access article.
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Except where otherwise noted, this item's license is described as Creative Commons Attribution (CC BY) license