The Problem of Inconsistency in Reasoning in Engineering Education – A Case Study about the Mental Model of Sound
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hdl:2117/10173
Tipus de documentText en actes de congrés
Data publicació2010
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Reconeixement-NoComercial-SenseObraDerivada 3.0 Espanya
Abstract
Every planning of an efficient teaching has the aim of achieving satisfactory
learning outcomes. From a constructivistic point of view, it is a commonly
accepted fact that such a planning has to take into account the prior ideas that
students bring to the class. In order to know them, we carried out a survey
about the prior ideas on the nature of sound that our fifteen third-year
engineering students had at the begin of an elective subject on acoustics. We
used a questionnaire where the students had to express their prior ideas with
their own words. Although the students expressed scientifically accepted ideas
in about 2/3 of the individual questions on a whole, a cross comparison
between each student’s answers for the different scenarios revealed a great
number of inconsistencies in the mental model of the nature of sound (wave
model): only about 1/3 of our students were consistent in all these scenarios.
The inconsistency in their reasoning was still clearer when each student had to
apply his/her respective mental model about sound to several properties of
sound, in particular the relationship between pitch and distance travelled by
sound. We analyse the state of the art in the literature about the issue of
students’ consistency, and we consider some proposals suggested in the
literature, which we apply in part in our own teaching resources, in order to
overcome this inconsistency problem.
CitacióPejuan, A. [et al.]. The Problem of Inconsistency in Reasoning in Engineering Education – A Case Study about the Mental Model of Sound. A: Athens Institute for Education and Research - Annual International Conference on Education. "13th Annual International Conference on Education". Atenes: 2010, p. 130.
ISBN978-960-6672-72-9
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