Academic literature on the topic 'Mechanics department teaching methodology'
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Journal articles on the topic "Mechanics department teaching methodology"
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Berdikulova, Shaxnoza. "IMPROVING THE TEACHING METHODOLOGY OF THE DEPARTMENT OF MECHANICS UNDER DIGITAL CONDITIONS." MODERN SCIENCE AND RESEARCH 3, no. 2 (2024): 239–42. https://doi.org/10.5281/zenodo.10654277.
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<em>In this article, the correlation between the use of innovative education and the technologies and basic principles of teaching mechanics in the age of digitization. It also opens up the possibility of using interactive learning methods as a way of motivating and teaching students.</em>
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Sarybayeva, A. Kh, D. M. Zharylgapova, and N. A. Shektibayev. "METHODOLOGY FOR TEACHING LABORATORY CLASSES IN PHYSICS THROUGH THE STEM METHOD." МАТЕМАТИКА, ФИЗИКА ЖӘНЕ ИНФОРМАТИКАНЫ ОҚЫТУДЫҢ ӨЗЕКТІ МӘСЕЛЕЛЕРІ 4 (2023): 32–40. http://dx.doi.org/10.52081/mpimet.2023.v04.i4.025.
Full textAbstract:
STEM (Science, Technology, Engineering, Mathematics) is designed to explore what information is available to mechanical engineering students in higher education institutions and what work is being done there. Nowadays, modern teaching methods are used in educational institutions, and one of such methods is the STEM method. Based on global experience, we know that this method is an interdisciplinary approach used to provide students with a broad and deep education in the sciences. The widespread use of information and communication technologies in the field of science education has led to the emergence of a new type of educational experiment - a virtual experiment. This is considered a form of virtual simulation of STEM technologies. The implementation of virtual laboratories using computer programs that simulate physical processes virtually on a computer and allow changing its operating conditions and parameters is a type of STEM method. Such a program creates a unique situation for the implementation of interactive learning. We reviewed scientific literature published in peer-reviewed, high-ranking journals on the development of problem-solving abilities in STEM-rich physics teaching. Based on STEM education, mechanical engineering students were given stages of teaching specific content topics related to curriculum concepts. In order to increase the effectiveness of teaching the STEM method in laboratory classes of the Faculty of Mechanics, an article devoted to this issue discusses ways to use interactive modeling PhET, Algodoo - a digital programming language for 2D physical modeling, computer modeling "Open Physics". programs. One of the main principles of STEM education is to teach future physicists to acquire industrial experience and methodologically sophisticated research methods. The second important issue is the development of industrial business, that is, access to new ideas in response to production problems. It can be seen that the results obtained during the study of the STEM method of teaching in laboratory classes at the Department of Mechanics show great interest in providing students with teaching aids. The information obtained as a result of the study is recommended for use in higher and secondary educational organizations, and these results are the basis for new directions of research in the field of physics education.
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H., Güçlü Yavuzcan, and Şahin Damla. "Action Reflected and Project Based Combined Methodology for the Appropriate Comprehension of Mechanisms in Industrial Design Education." Journal of Education and Learning (EduLearn) 12, no. 3 (2018): 406–21. https://doi.org/10.11591/edulearn.v12i3.6865.
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In industrial design education, mechanics-based courses are mainly based on traditional lecture and they are highly abstract for ID students to comprehend the mechanisms The existing studies highlight the requirement of a new approach for mechanics-based courses in ID departments The study presents, a combined teaching model of mechanism mainly based on applied teaching style and action learning to improve ID students' learning experience and competencies through promoting the transference of theoretical knowledge into practical experience and learning The combined teaching model consisting of 3 phases was integrated to a design studio project that is mechanical game design Project observations and post-questionnaire were employed to analyze objectively the appropriateness of the teaching model The results indicated that, the combined teaching model improved ID students' learning outcomes and competencies in terms of transferring the gained theoretical and practical knowledge to the action learning.
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Pérez-Sánchez, Modesto, and P. Amparo López-Jiménez. "Continuous Project-Based Learning in Fluid Mechanics and Hydraulic Engineering Subjects for Different Degrees." Fluids 5, no. 2 (2020): 95. http://dx.doi.org/10.3390/fluids5020095.
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Subjects related to fluid mechanics for hydraulic engineers ought to be delivered in interesting and active modes. New methods should be introduced to improve the learning students’ abilities in the different courses of the Bachelor’s and Master’s degree. Related to active learning methods, a continuous project-based learning experience is described in this research. This manuscript shows the developed learning methodology, which was included on different levels at Universitat Politècnica de València. The main research goal is to show the active learning methods used to evaluate both skills competences (e.g., “Design and Project”) and specific competences of the students. The research shows a particular developed innovation teaching project, which was developed by lecturers and professors of the Hydraulic Engineering Department, since 2016. This project proposed coordination in different subjects that were taught in different courses of the Bachelor’s and Master’s degrees, in which 2200 students participated. This coordination improved the acquisition of the learning results, as well as the new teaching methods increased the student’s satisfaction index.
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Krajčovič, Martin, Gabriela Gabajová, Marián Matys, Patrik Grznár, Ľuboslav Dulina, and Róbert Kohár. "3D Interactive Learning Environment as a Tool for Knowledge Transfer and Retention." Sustainability 13, no. 14 (2021): 7916. http://dx.doi.org/10.3390/su13147916.
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The article deals with the design of virtual reality (VR) interactive training as a teaching method and its effect on knowledge transfer and retention of students. The first part presents the methodology of the VR interactive training design. The second part utilizes the created interactive training for a case study to evaluate its effect on the teaching process and to examine the potential of VR interactive training as a sustainable teaching method. The study took place at the Department of Industrial Engineering, Faculty of Mechanical Engineering, University of Žilina. Volunteers were divided into two groups. The first group used VR interactive training as a teaching method, while the second group used the conventional method. Both groups then underwent tests. The main goal was to evaluate the effect of the VR interactive training on the teaching process in comparison to the conventional method while trying to identify the key elements of the VR interactive training design and its influence on knowledge transfer and retention in a sustainable learning environment. At the start of the case study, four hypotheses were formed, questioning the effect of interactive training on knowledge transfer and retention in the long and short term, and its overall influence on the teaching process. Obtained data were then used to evaluate these hypotheses.
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Ermakov, Sergey, and Natal'ya Shed'ko. "The Use of Neural Network Technologies Using the Example of the Domestic Software Platform DeepTalk in the Educational Process of PGUPS at the Department “Information and Computing Systems”." Proceedings of Petersburg Transport University 20, no. 4 (2023): 843–52. http://dx.doi.org/10.20295/1815-588x-2023-4-843-852.
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Purpose: To develop a methodology for using artificial intelligence to solve the problem of intensifying the process of developing students’ professional competencies. To show the need to improve teaching technologies due to a reduction in classroom time allocated to general education disciplines when reconfiguring the curricula for training specialists. To consider the issue of rethinking the effectiveness of the existing distance learning system (DLS) as a means of rationalizing educational procedures in connection with the continuing risk of students acquiring only a minimum level of knowledge due to the use of template electronic demonstration materials in the DLS. Methods: To achieve the stated goals, data from the analysis of the results of the implementation of the “Digital Teacher” (DT) product, developed on the basis of the domestic DeepTalk platform, into the educational process of the ICS Department are used. An algorithm for training a neural network as a mathematical core of the DT has been developed. When used at the first stages of loading the DT with text and presentation materials, the principle of randomization of logically related queries, answers and comments from teachers on lectures and practical assignments is implemented. Results: A technique for iterative adjustment of the DT has been developed and tested when increasing the array of situational data with the following elimination of the contradiction between the requirement for representativeness and the initially small volume of the generated training sample. Practical significance: The creation of a developed neural network product is the first step in the deployment of the University’s digital services system, the hierarchical structure of which according to areas of training, qualifications and specializations should include “Digital Teacher”, “Digital Applicant Curator” and other similar products. The introduction of DT into providing teaching in senior years will contribute to the formation of the student’s individual educational trajectory and the development of his cognitive abilities. Further, in the course of obtaining additional professional education, the use of DeepTalk will ensure the acquisition of skills in interacting with AI, used as a means of supporting decision-making under conditions of uncertainty. DeepTalk allows you to assess the predisposition of applicants to the main types of professional activities at JSCo “Russian Railways”.
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Igor, Kozubtsov, and Nesterov Oleksandr. "The Conceptual View of the Department of Combat use of Communication Units on the Creation of a Training Game Complex for Training Military Specialists on the Basis of Leadership." IgMin Research 2, no. 2 (2024): 048–58. http://dx.doi.org/10.61927/igmin145.
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Today’s cadet leader is tomorrow’s officer, a professional capable of integrating knowledge and solving complex problems in a full-scale war with incomplete information, being a leader and authority for the personnel. Most of the time, cadets study in study groups using traditional technology, which is not enough to form a professional cadet leader. With the advent of computer technology, students’ and cadets’ motivation to learn using traditional teaching methods has paradoxically begun to decline rapidly. The problem of the quality of training of military specialists for the needs of communication and cybersecurity units is not reflected in the publications reviewed. However, significant progress has been made in the use of computer technology as the basis of training tools for ground forces units. Similar training complexes are actively used in NATO member states in the military education system in the training of air force pilots (navigators). Therefore, the author chose the improvement of the educational process at the Department of Combat Use of Communication Units in combination with the methodology of professional-business game for the development of a cadet leader in professional training courses (L-1B) of the tactical level of military education as the direction of research. The purpose of the study and the article is to substantiate the conceptual view of the department in the need to build a computerized training complex for training officers of leaders in professional training courses (L-1B) of the tactical level of military education, capable of using communication units based on computer games. Fragments of the game mechanics of stimulating the interest and motivation of cadets to study, for example, electronic shooting range, and learning Morse code, are considered. Game mechanics is a proof of a professional business game in the course of the discipline: Combat use of military communication systems and complexes of the course of professional military education (professional course of tactical level L1B).
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Paliy, N. "A Systematic Approach to Teaching Students the Capabilities of Modern Computer-Aided Design Systems." Geometry & Graphics 11, no. 4 (2024): 52–60. http://dx.doi.org/10.12737/2308-4898-2024-11-4-52-60.
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The article describes a systematic approach that is used at the Department of Engineering Graphics at Bauman Moscow State Technical University to teach students the possibilities of modern computer-aided design systems.
 
 A methodology for teaching the basics of creating solid-state geometric models of parts and drawings in the Compass-3D system based on a systematic approach is presented. The structure and content of classes are described. The educational materials are developed on the basis of the students' knowledge of stereometry acquired at school and the knowledge gained during the parallel study of the engineering graphics section "Projection drawing".
 
 Examples of practical tasks for students' independent work are given. The training begins with the construction of a flat contour, which is used as basis of a three-dimensional model. When constructing a contour, students practice to create the basic primitives that make up the contour, and superimposing geometric and dimensional dependencies on the primitives. The construction of solid-state models begins with the modeling of simple geometric bodies: a prism, a pyramid, a body of rotation. This allows students to focus on practicing shaping operations, and to better navigate the toolbars. Then, students consolidate their knowledge and skills in building models of more complex shapes, similar in design to mechanical engineering parts of two classes: "body of rotation" and "non-body of rotation". Students create electronic drawings based on the constructed models. At the same time, the following is being worked out: creating images in the drawing – views, sections, sections; applying dimensions while maintaining an associative connection with the part model; using drawing design elements.
 
 Examples of control tasks for editing created models and drawings are given, which are necessary for students to acquire skills important for engineering practice.
 
 It is noted that the acquired knowledge and skills can be used by students in further education. The proposed methodology can be recommended for use in the system of secondary and secondary vocational education.
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Honysz, R. "Simulation of the preparation laboratory for light microscopy in the form of a 3D educational game." Journal of Achievements in Materials and Manufacturing Engineering 113, no. 2 (2022): 78–85. http://dx.doi.org/10.5604/01.3001.0016.1433.
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The purpose of the work was to create an educational game to familiarize the user with the methodology of preparing a material sample for light microscopy. The goal of the game is to obtain a correct preparation of the sample, the microstructure of which can be observed under a light microscope. The game was developed in the Unity environment. All three-dimensional machine models, along with the necessary virtual environment and the gameplay scenario, were created. Due to the use of virtual reality, it has become possible to teach students how to use preparation devices without the need for the physical presence of students in the laboratory in an attractive and safe way. Failure to play the game will not damage material, or equipment, there is no risk to the user’s health. The game has been developed and is available in the Department of Engineering Materials and Biomaterials of the Faculty of Mechanical Engineering of the Silesian University of Technology. The form of a 3D game used in this study is an interesting alternative to traditional teaching aids. It can be used not only by students but also teachers and other people who want to broaden their knowledge about the functioning and methods of operation of laboratory equipment.
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Timerbaeva, Nailya, Kadriya Shakirova, and Elmira Fazleeva. "Independent Work as a Means of Activation Learning and Cognitive Activity of Future Mathematics Teachers." ARPHA Proceedings 1 (November 5, 2019): 711–23. https://doi.org/10.3897/ap.1.e0675.
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The problem of subject preparation of pre-service math teachers is considered from the perspective of modern psychological and pedagogical science. Independent learning and cognitive activity acts as a necessary condition for improving the quality of teaching elementary mathematics. The relevance of the problem study, stated in the article, is due to the increasing amount of independent work at the university, the need to move from teaching to learning and the insufficiently developed methodology of its organization. In this regard, this article is aimed at identifying psychological and pedagogical conditions for improving the effectiveness of independent learning and cognitive activity of future teachers of mathematics. The leading methods for studying this problem were theoretical analysis of the problem coverage, questionnaire, included observation, analysis of the products of creative activity. The study involved students of the pedagogical department of the Institute of Mathematics and Mechanics named after Nikolai Lobachevsky of Kazan Federal University and graduates, whose experience is less than three years. It was revealed that the majority of future mathematics teachers has not formed an understanding of the role and need for independent activities, and, as a result, readiness and ability to organize it. Accordingly, the study reflects the results of the organization of students' independent work, based on the idea of a "flipped classroom". The program on the organization of independent activities of future mathematics teachers, presented in the article, is aimed at ensuring active and meaningful participation of everyone in educational process, at developing skills to diagnose their own cognitive need to expand and deepen knowledge, and to master time-management skills. It will help to independently find the best ways to solve educational problems and organize such work in a future professional activity.
Dissertations / Theses on the topic "Mechanics department teaching methodology"
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Vat, Kam Hou. "REALSpace AKE : an appreciative knowledge environment architected through soft systems methodology and scenario-based design." Thesis, University of Macau, 2011. http://umaclib3.umac.mo/record=b2492481.
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Cornelissen, Stephanie. "The responses of primary school Heads of Department to curriculum changes since 2005." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40438.
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With nineteen years of democracy behind us, South Africa has experienced uncountable changes within its borders and on various playing fields. One of the most memorable changes, in my opinion, was in education. This motivated me to embark on a study about the responses of Heads of Departments (HoDs) to curriculum changes. I especially wanted to focus on the management of those changes.
The focus on HoDs arose from the devolution of responsibility from the principal to the HoD with regard to curriculum change. This uninterrupted cycle of curriculum change that South Africa is experiencing occupies the HoDs to a large extent. They have to ensure that the changes take place as smoothly as possible with as little resistance as possible. In order to accomplish this, one would think that the HoD would be trained in managing a department and curriculum changes. This is unfortunately not the case, and they are following their own guidelines that they have constructed through trial and error.
This study was conducted through a narrative design within a qualitative framework, allowing me to give a voice to those who have none. It required me to have focus group interviews, which laid the foundation for my semi-structured interview. The use of documents assisted with the crystallisation of the data. This research was conducted in the Lady Frere district of the Eastern Cape. There were two sets of HoDs from different schools, and one participant willing to participate in a semi-structured interview.
The purpose of this study was to find out what guidelines HoDs had constructed by looking at HoDs’ responses to, and management of curriculum changes since 2005. It became very clear that there is some confusion about what is expected of the HoD during the change process and the HoDs in this study felt it better to follow traditional methods of teaching, as this was all they knew. However, the focus on producing quality education was very important to them.<br>Dissertation (MEd)--University of Pretoria, 2013.<br>gm2014<br>Education Management and Policy Studies<br>unrestricted
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Phatudi, Nkidi Caroline. "Assessing learner needs for student academic support and development in the Early Childhood Education Department of the South African College for Teacher Education (SACTE)." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52138.
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Thesis (MPhil)--University of Stellenbosch, 2001.<br>ENGLISH ABSTRACT: SACTE is a distance education provider for practising educators in the
Republic of South Africa. As a distance education provider, SACTE has to rely
on teaching and learning media other than the tutor for providing service to its
students. Study manuals are the main means of subject delivery the college
employs. The college, however, cannot always reach its students through the
media used, which in this instance is the study manual. This conclusion was
reached after numerous telephone calls and letters from students requiring
urgent assistance in connection with their studies. The researcher therefore
felt that a need existed to find out the type of problems students encountered
that prevented them from optimal performance as students and as teachers.
The purpose of this study was to determine learner needs in the department
of Early Childhood Education, and how they can be dealt with to improve the
academic performance and the classroom practice of its students. The
premise the researcher worked from, was that students of SACTE experience
learning problems, thus they are unable to attain good academic
performance, and this affects their classroom practice.
A research survey was carried out to determine the type and the nature of
problems that existed amongst the students. Two questionnaires were sent
out to the ECE students and the academic staff. The following key questions
were posed in the questionnaire for students:
• What type of educational background do students have?
• How long have students been registered with SACTE?
• To what extent do they benefit from a tutor system if they have access to
it?
• To what extent are the study manuals 'accessible' to them? • If study manuals are not accessible, what are the problems and what
suggestions do students have to eradicate those problems?
• What type of intervention would they like to have from SACTE?
The aim in asking these questions was to probe the root problem which might
exist, to analyse the responses and to make appropriate conclusions and
recommendations based on the data gathered.
The questionnaire for the ECE academic staff was based on the following
aspects:
• The academic staffs experience in teaching teachers;
• The academic staff's experience in distance education;
• What the academic staff regard as problems inhibiting students from
effective learning;
• Suggestions and recommendations on how to deal with the problems
identified.
The questionnaire for students was sent out by mail with a self-addressed
envelope included for the return mail. It took almost two months before the
responses reached the sender. Almost 70% of the responses reached the
sender.
Data analysis was done by the Statkon Service of Rand Afrikaans University.
The conclusions reached from the data analysis were divided into the
following categories:
Social background of students: Students do not have study rooms, thus
they use dining-rooms and bedrooms as study places. An average household
has more than ten members. This type of a situation does not promote
effective learning.
Educational background of students: Almost 90% of the respondents
studied in the former Department of Education and Training (DET). Their highest qualification is M+2 (matric plus two years of professional training),
which implies that 56,3% of teachers are not fully qualified to be teaching, as
the minimum requirement is M+3.
Experience of students at SACTE: Students expressed their desire for the
upgrading of the total learning environment in order to enhance learning and
classroom practice. Students wanted contact sessions with tutors as they felt
that they do not benefit much by studying on their own without external
assistance
Recommendations made on these conclusions were the following:
SACTE must establish Regional Learning Centers (RLC) to alleviate the
students' problem of studying in overcrowded homes. RLCs, besides being
places to study at, would also serve the purpose of being resource centres as
well as discussion places where study support groups can meet.
Study manuals should be written with the needs of the learner in mind. The
language of the study manual, examples given and the context in which they
are written, should reflect the learner and not the lecturer.
The 'distance' between the student and the lecturer, that is created by the
physical distance, can be narrowed by introducing interactive media.
Based on the survey findings, it can be concluded that there is a need to
establish student support measures at SACTE that would provide for students
by answering to their needs as learners and educators.<br>AFRIKAANSE OPSOMMING: SAGTE is 'n afstandsonderrigvoorsiener vir praktiserende opvoeders regoor
die RSA. As 'n afstandsonderrigvoorsiener moet SAGTE, behalwe vir tutors,
ook staatmaak op onderrig- en leermedia vir diensverskaffing aan sy
studente. Studiehandleidings is die hoofwyse waardeur vakinhoud oorgedra
word. Die kollege kan egter nie altyd studente deur middel van
studiehandleidings bereik nie. Hierdie gevolgtrekking is bereik na vele·
oproepe en briewe van studente wat dringende hulp ten opsigte van hulle
studies benodig het. Die navorser het dus gevoel dat 'n behoefte bestaan vas
te stel watter soort probleme wat studente ervaar, verhoed dat hulle optimaal
kan presteer as studente en onderwysers.
Die doel van hierdie studie was om leerderbehoeftes in die
Aanvangsonderrigdepartement te bepaal en om vas te stel hoe die
akademiese prestasie en klaskamerpraktyk van sy studente verbeter kan
word. Die navorser se aanname was dat SAGTE-studente leerprobleme
ervaar, wat veroorsaak dat hulle nie goed op akademiese gebied presteer nie,
wat dan hulle klaskamerpraktyk beïnvloed.
'n Opnamenavorsing is uitgevoer om die tipe en aard van die probleme wat
tussen studente bestaan, vas te stel. Twee vraelyste is uitgestuur, naamlik
een vir Aanvangsonderwysstudente en een vir akademiese personeel. Die
volgende sleutelvrae is in die vraelys vir studente gevra:
• Watter tipe onderwysagtergrond het studente?
• Hoe lank is hulle al by SAGTE geregistreer?
• Tot watter mate trek hulle voordeel ~it die tutorstelsel, as hulle toegang
daartoe het?
• Tot watter mate is die studiemateriaal 'toeganklik' vir hulle?
• Indien nie, wat is die probleme wat hulle ervaar en watter voorstelle het hulle om die probleme op te los?
• Watter tipe ingryping wil hulle graag van SACTE hê?
Die doel van hierdie vrae was om die wortel van die probleem te ontbloot, om
die response te ontleed en toepaslike gevolgtrekkings en aanbevelings,
gebaseer op die data wat ingesamel is, te maak.
Die vraelys vir die Aanvangsonderrigdosente is op die volgende aspekte
gebaseer:
• Die akademiese personeel se ervaring in die onderrig van
onderwysers;
• Die akademiese personeel se ervaring in afstandsonderrig;
• Wat die akademiese personeel as probleme beskou wat keer dat
studente effektief leer;
• Voorstelle en aanbevelings oor hoe om die geïdentifiseerde probleme
te hanteer.
Die vraelys vir studente is, tesame met 'n geadresseerde koevert deur die pos
uitgestuur. Dit het amper twee maande geneem voordat response terug
ontvang is. Byna 70% van die vraelyste is terug ontvang.
Data-analise is deur die Statkon-diens van die Randse Afrikaanse Universiteit
gedoen. Die gevolgtrekkings uit die data-analise is in die volgende kategorieë
verdeel:
Sosiale agtergrond van studente: Studente het nie studeerkamers nie,
daarom gebruik hulle eetkamers en slaapkamers as studeerplekke. 'n
Gemiddelde huishouding het meer as tien lede. Hierdie tipe situasie moedig
nie effektiewe leer aan nie.
Opvoedkundige agtergrond van studente: Byna 90% van die respondente
is deur die voormalige Departement van Onderwys en Opleiding opgelei. Behalwe hiervoor, is hulle hoogste kwalifikasie M+2 (matriek plus twee jaar
professionele opleiding), wat impliseer dat 56,3% van die onderwysers nie ten
volle opgelei is om onderwys te gee nie, aangesien die minimum-vereiste
M+3 is.
Ervaring van SACTE-studente: Studente het die begeerte uitgespreek om
die totale leeromgewing te verbeter om sodoende leer en klaskamerpraktyk te
verbeter. Studente wil kontaksessies met tutors hê, aangesien hulle voel dat
hulle nie voordeel trek uit selfstudie sonder eksterne bystand nie.
Aanbevelings wat uit hierdie gevolgtrekkings gemaak is, is die volgende:
SACTE moet Streekstudiesentrums (SSSe) vestig om die probleem van
studeer in oorvol huise, te verbeter. SSSe kan as studeerplekke en
hulpbronsentrums dien, sowel as 'n plek waar studie-ondersteuningsgroepe
bymekaar kan kom vir besprekings.
Wanner studiehandleidings geskryf word, moet die behoeftes van die leerder
voorrang geniet. Die taal in die studiehandleiding, sowel as die voorbeelde en
die konteks waarin dit geskryf is, moet die leerder en nie die dosent nie,
weerspieël.
Die 'afstand' tussen die student en dosent, wat deur fisiese afstand geskep
word, kan deur middel van die bekendstelling van interaktiewe media
verminder word.
Gebaseer op die bevindings, kan daar afgelei word dat daar 'n behoefte
bestaan om studente-ondersteuningsmaatreëls by SACTE te vestig wat in die
behoeftes van studente, as beide leerders en onderwysers, sal voorsien.
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Tsai, Ming-Yu, and 蔡銘育. "A Study on Teaching Effectiveness of Integrating LEGO MINDSTORMS NXT into Engine Principles and Practice Course in the Department of Auto-Mechanics Technique of Vocational High School." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/43692945264560631623.
Full textAbstract:
碩士<br>國立彰化師範大學<br>工業教育與技術學系<br>103<br>The purpose of the study was to investigate the effects of integrating LEGO MINDSTORMS NXT into “Engine Principles and Practice” course on learning effectiveness and learning attitude for the students in Department of Auto Mechanics in Vocational High School.
In order to achieve the purpose, the method of quasi-experimental pretest-posttest design was used in this study. The object of the study contained 96 students of two classes at the 10th grade, in the Department of Auto Mechanics in Vocational High School. The experimental group was integrated LEGO MINDSTORMS NXT into “Engine Principles and Practice” course. The control group was given a traditional instruction. The experiment lasted for twelve weeks.
The instruments of the research included “Engine Principles and Practice academic learning effectiveness test”, “Engine Principles and Practice skill learning effectiveness test” and “Engine Principles and Practice learning attitude questionnaire”. The results were analyzed with such statistical methods as mean, t-test, ANCOVA and Pearson’s product-moment correlation.
The conclusions of the research were listed as follows:
1.The posttest results in “learning effectiveness” showed a significant difference in academic test scores between the experimental group and the control group. The results also indicated that learning effectiveness of the
students integrated LEGO MINDSTORMS NXT into “Engine
Principles and Practice” course were higher than those
given traditional instruction, especially for the
students with low capacities.
2.The posttest results of the experimental group in skill
learning effectiveness test were better than the control
group. The results indicated that the students integrated
LEGO MINDSTORMS NXT into “Engine Principles and
Practice” course had better operating performance than
those given traditional instruction, especially when
dismantling the mechanical construction and inspecting
the sensor of the gasoline injection engine.
3.The posttest results indicated that the experimental
group got higher scores than the control group
in “learning attitude questionnaire”. The results showed
that the students integrated LEGO MINDSTORMS NXT
into “Engine Principles and Practice” course had better
learning attitude in class than those given traditional
instruction.
4.The results of the experiment showed significant positive
correlation between “learning effectiveness”
and “learning attitude” in “Engine Principles and
Practice” academic test for experimental group students.
There was no significant correlation between “learning
effectiveness” and “learning attitude” in skill test.
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Wei, Ruei-De, and 魏睿德. "A Research of Students' Learning Motivation and Satisfacation in the Practice Course of the Team Teaching with Industry Experts For Technical Senior High School in the Department of Auto Mechanics." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/t2nddj.
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碩士<br>國立彰化師範大學<br>工業教育與技術學系<br>106<br>The main purpose of this study was to explore the differences and the relationship between learning motivation and the learning satisfaction regarding the team teaching with industry experts of the technical senior high school in Dept.of Auto Mechanics Students due to different backgrounds. This study performed a questionnaire survey with the stratified random sampling method.
The sampling population was the technical senior high school in Dept.of Auto Mechanics Students who collaborate with industry experts in the 106 academic year. A total of 974 questionnaires were issued to 12 schools, after the questionnaires were collected for the study, 858 were valid, the effective recovery rate was 88.09%。Using SPSS for statistical analysis, the results are as follows:
1.Generally, the technical senior high school in Dept.of Auto Mechanics Students' learning motivation regarding the team teaching with industry experts was positive and active, and their learning satisfaction were high.
2.The learning motivation regarding the team teaching with industry experts of the technical senior high school in Dept.of Auto Mechanics Students in practical skills programs, second-grade and in the the southern region was relatively high.
3.The learning satisfaction regarding the team teaching with industry experts of the technical senior high school in Dept.of Auto Mechanics Students in practical skills programs, second-grade and in the the southern region was relatively high.
4.The learning motivation and the learning satisfaction regarding the team teaching with industry experts of the technical senior high school in Dept.of Auto Mechanics Students were highly and positively related.
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Sacco, Nicholas W. "Kindling the Fires of Patriotism: The Grand Army of the Republic, Department of Indiana, 1866-1949." Thesis, 2014. http://hdl.handle.net/1805/5518.
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Indiana University-Purdue University Indianapolis (IUPUI)<br>Following the end of the American Civil War in 1865, thousands of Union veterans joined the Grand Army of the Republic (GAR), the largest Union veterans' fraternal organization in the United States. Upwards of 25,000 Hoosier veterans were members in the Department of Indiana by 1890, including President Benjamin Harrison and General Lew Wallace. This thesis argues that Indiana GAR members met in fraternity to share and construct memories of the Civil War that helped make sense of the past and the present. Indiana GAR members took it upon themselves after the war to act as gatekeepers of Civil War memory in the Hoosier state, publicly arguing that important values they acquired through armed conflict—obedience to authority, duty, selflessness, honor, and love of country—were losing relevance in an increasingly industrialized society that seemingly valued selfishness, materialism, and political radicalism. This thesis explores the creation of Civil War memories and GAR identity, the historical origins of Memorial Day in Indiana, and the Indiana GAR's struggle to incorporate ideals of "patriotic instruction" in public school history classrooms throughout the state.
Books on the topic "Mechanics department teaching methodology"
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Arkansas. Dept. of Education., ed. Auto mechanics: Course content guide / Arkansas Department of Education. The Dept., 1986.
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Aviation safety: FAA and the State Department can better manage foreign enforcement cases : report to the Chairman, Subcommittee on Investigations and Oversight, Committee on Public Works and Transportation, House of Representatives. The Office, 1994.
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Aviation safety: FAA and the State Department can better manage foreign enforcement cases : report to the Chairman, Subcommittee on Investigations and Oversight, Committee on Public Works and Transportation, House of Representatives. The Office, 1994.
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How to teach collaborative strategic reading: Classroom-ready materials to create better readers in mixed-ability classrooms. Jossey-Bass, 2012.
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Olsen, Jason. Intersecting Genre. Bloomsbury Publishing Plc, 2023. http://dx.doi.org/10.5040/9781350288683.
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Creative writing takes on many genres, or forms: fiction, poetry, nonfiction and dramatic writing. Whilst all have their own principles and ‘rules’, all modes of writing overlap and borrow from each other, and so what you learn in one form can influence, inform and inspire your practice in others. Intersecting Genre holds this idea at its heart, embracing the dissolution of disciplinary and genre boundaries to discuss the ways each genre supports the others. Whilst traditional approaches typically discuss one genre independent of others, this book explores genre relationships with each chapter focusing on the intersection between 2 modes and what you can learn and the skills you can transfer by combining the wisdom gained from the study of, for example, fiction and poetry together. With most introductory creative writing courses aiming to apprise you of such mechanics of writing as narrative, pace, vocabulary, dialogue, imagery and viewpoint, Intersecting Genre is the ideal companion, offering a unique methodology that analyses these ideas as they feature across the different genres, thus giving you the ultimate, well-rounded introduction before you settle into the modes of writing that best suit you as your progress with your writing. Covering fiction, poetry, nonfiction, writing plays and screenwriting, and also taking stock of the forms that do not fit neatly into any genre silo, this book uses models, critical questions, writing warm-ups and writing practice exercises to give you a solid understanding of the points discussed and encouraging you to put them to practice in your own work. With the field of creative writing evolving constantly, and with approaches to teaching and learning the subject vast and continually expanding, this book offers a dynamic, and uniquely holistic method for developing your writing skills, asking you to deeply consider the issues, and possibilities, present in genre.
Book chapters on the topic "Mechanics department teaching methodology"
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Rossi, Giancarlo. "Bruno Touschek and Statistical Mechanics." In Springer Proceedings in Physics. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-23042-4_4.
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AbstractIn this talk I will describe the history of the birth of the “Meccanica Statistica” book, that Bruno Touschek and I wrote in 1970. The book was conceived and brought to conclusion in the broad context of the stimulating atmosphere that the Touschek scientific and teaching activity had created in the Physics Department of the University of Rome “La Sapienza”. I will present a recollection of my memories of the years from 1965 to 1970 during which the book was imagined, written, rewritten, corrected and polished till its final version. I will also briefly describe the content of the book underlining the unmistakable footprint of Touschek unconventional way of thinking.
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Bande, Lindita. "Lessons from Graduation Project During COVID-19 Pandemic for Future Applications, Methods, and Tools." In Future Trends in Education Post COVID-19. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-1927-7_7.
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AbstractUnited Arab Emirates University (UAEU), located in the city of AL Ain, is a well-established institution since 1976. The department of Architectural Engineering within the College of Engineering is ABET credited. The Graduating Projects (GP) are part of this curriculum. In pre-pandemic conditions, the students had regular weekly meetings with several faculty based on the project needs. During COVID-19 pandemic, the full program went into online mode. During this change, the students, faculty, and staff had to adapt to new teaching methods in a noticeably short time. This research aims to find and highlight the lessons learned during this change to the GP. The methodology starts with the analysis of two main case studies. Case study A started in fall of 2019 and ended in the spring of 2020 (partially developed in face-to-face mode (in person, on the campus) and partially online mode). Case Study B started in the fall of 2020 and ended in the spring of 2021 (online mode). The case study analysis describes the project’s main objectives and the steps taken by the students to achieve these objectives. The methodology follows the tool analysis. Since the tool used is innovative and complex, in addition to the program, the process of learning, application, and outcomes is crucial. The pandemic’s impact on students’ psychology and productivity is the following step that helps understand how the changes in society and the extensive use of virtual tools helped the students cooperate with the situation. The results showed an improvement in the student’s skills in using advanced tools to achieve the project goal. This research is an attempt in understanding how the pandemic impacted GP work. The outcomes of this study might improve the GP program in the AE Department by integrating a hybrid approach with face-to-face meetings and online training for students to achieve the project targets with more advanced tools.
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Mollica, Marcello, and Giovanna Costanzo. "The Good Teacher in the Good School." In Case Study Methodology in Higher Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9429-1.ch013.
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The two authors of this chapter work at the Department of Ancient and Modern Civilization of the University of Messina and both have been appointed by their Department to teach two modules (Fundamentals of Cultural Anthropology and Philosophical Anthropology) of 6 CFUs (European credit transfer system credits) each for the FIT program. Both gave their lectures in the second semester of 2018 to approximately 850 future teachers. Their modules are part of phase one of the three we have mentioned above, that is, preparation for the degree that allows access to teaching. This involves the collection of 24 CFUs which are to be collected in the anthropological and psycho-pedagogic disciplines. Based on fieldwork and participant observation, which lasted three months and until December 2018, this chapter suggests a view to understanding the new Italian educational system through what we have first seen from within our own classrooms, and later through what we will see following the teachers in their own classrooms in September (classrooms and teachers which we have already identified).
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Trifonova, Tat'iana Mikhailovna. "Distance Learning during a Pandemic: Invaluable Experience or Missed Opportunities." In Psychological and Pedagogical Issues of Modern Education. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-98588.
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The paper discusses the results of distance learning for students of the Pacific National University Pedagogical Institute, Department of Biology, Ecology, Chemistry. The positive and negative sides of the «distance» are revealed. Specific examples show that distance learning in the preparation of future teachers of chemistry and biology can be just one of the issues of the disciplines «Theory and methodology of teaching biology» and «Theory and methodology of teaching chemistry» as an innovative technology of teaching methods. Distance learning should not completely replace the traditional one.
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"Teaching the Physical Basis of Fracture Mechanics 57F.Guiu and R.N.Stevens, Department of Materials, Queen Mary and." In Teaching and Education in Fracture and Fatigue. CRC Press, 2003. http://dx.doi.org/10.1201/9781482294903-11.
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Ariyan, Margarita Anastasovna, and Nadezhda Vladimirovna Gorobinskaya. "Online Collaborative Learning as a Way of Boosting Language and Teaching Proficiency." In Handbook of Research on Curriculum Reform Initiatives in English Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5846-0.ch007.
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A pedagogical attempt to increase the effectiveness of foreign language teaching led to pairing Russian students who are obtaining a Master's degree in language teaching methodology with those of a distance department learning English as a foreign language to collaboratively solve educational problems online. As a course instructor plays the role of a facilitator gradually giving students more and more academic freedom, the educational process increases learner autonomy. Current research findings indicate that such a course is effective for both target groups of learners. By directly applying the received competence to online practice, those who study language teaching methodology learn more effectively and acquire new skills associated with successfully working with computer technologies, while those who study by distance learning receive better academic guidance and a more individualized approach from their senior peers.
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Novikova, Valeriia Pavlovna, Nina Viktorovna Evdokimova, Olga Aleksandrovna Matalygina, Margarita Dmitrievna Shestakova, and Margarita Mikhailovna Gurova. "Modern Problems of Teaching Propaedeutics of Children's Diseases." In Pedagogy and Psychology as Sciences for the Formation of the Potential of Modern Society. Publishing house Sreda, 2023. http://dx.doi.org/10.31483/r-105331.
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The chapter describes the problems of teaching propaedeutics of childhood diseases, which were discussed at the third All-Russian conference «Knowledge of propaedeutics is the basis of clinical thinking of a pediatrician.&quot; The characteristics of modern textbooks on this discipline, published in Russia in the last 15 years, are given, their advantages and disadvantages are described. The educational and methodological manuals and workshops published in SPbGPMU on separate sections of the program at the Department of Propaedeutics of Children's Diseases are described. Discussions are presented on the methodology of teaching practical skills, innovations in teaching and traditional work at the bedside, methods for assessing the physical development of children and childhood nutrition. It is emphasized that the formation of a student's motivation for learning largely depends on the personality of the teacher, his human qualities, charisma, competence and empathy.
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"Soft Systems Methodology as an Approach to the Management of Education." In Applications of Soft Systems Methodology for Organizational Change. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4504-1.ch007.
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Soft systems methodology (SSM) as an action research process has been applied to education systems and, according to the main objective of this chapter to design an improved education system, the applications of SSM in the process of teaching and learning, educational planning, analysis of the examinations department, an educational context for enhancing students' perception and understanding, the cheating problem in the national examination in Indonesia, and personalized learning environment are reviewed. The SSM can be used to analyze the system through providing a deeper understanding as well as the possibility of more clearly capturing the change, which is necessary to prepare the ideal education system that will satisfy the concerned people, specifically students and lecturers.
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Silvestri, Katarina N., Brittany Adams, Charlotte Pass, and Nance S. Wilson. "Collaborative Self-Study of an Online Literacy Master's Program Pilot Year." In Cases on Practical Applications for Remote, Hybrid, and Hyflex Teaching. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9168-0.ch015.
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This chapter illustrates the authors' intradepartmental, collaborative self-study of their literacy master's program through use of an adapted collaborative conference protocol to surface problems and solutions related to policies, procedures, and pedagogies. The department prioritized pedagogies fostering deep engagement with literacy education content as well as relationship-building with students. This intradepartmental case study leverages self-study methodology to structure collective inquiry, identifying “critical events” for deeper questioning, reflection, observation, and guidance for future practice. Three critical events created tensions relating to the literacy master's program's implementation during the COVID-19 pandemic: field experience placements, community-building with students, and student-teacher workload.
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Ameen, Nausheen. "Training Needs for Teachers Teaching Children With Autism in Special Schools." In Advances in Religious and Cultural Studies. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4867-7.ch006.
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This chapter focuses on the training needs of teachers teaching children with autism in special schools in South Africa. It outlines the type of training, competencies, and perceptions of teachers teaching children with autism in special schools. A qualitative phenomenology multiple case study methodology was used. In-depth semi-structured interviews, observations, and field notes were conducted with eight teachers from four different schools in Gauteng Province. The study showed that the training received by teachers assisted them with a general overview of autism and how to use various strategies to teach children with autism. Evidence showed that there was a lack of additional training and monitoring of the training provided in some instances. It highlighted teachers' preferences on the sources of training with private providers being preferred over the training received by The Gauteng Department of Education due to reasons that include perceptions of expertise and training procedures.
Conference papers on the topic "Mechanics department teaching methodology"
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Schrage, Daniel. "Establishment and History of the Georgia Tech Graduate Program in Aerospace Systems Design." In Vertical Flight Society 81st Annual Forum and Technology Display. The Vertical Flight Society, 2025. https://doi.org/10.4050/f-0081-2025-98.
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In January 1984, the Georgia Tech School of Aerospace Engineering (AE) hired Dr. Daniel P. Schrage as the Rotorcraft Design Professor and the Associate Director of the Georgia Tech Center of Excellence in Rotary Wing Aircraft Technology (CERWAT), one of the Army-sponsored Rotorcraft Centers of Excellence (RCOE). Dr. Schrage left St. Louis, MO at the end of 1983 as the Director for Advanced Systems (DAS) and the Associate Director of Army Aviation Science and Technology in the Aviation Research and Development Command (AVRADCOM). His departure was a tough decision for Dr. Schrage as he was designated to become the Technical Director of the new Aviation Systems Command (AVSCOM). However, the new AVSCOM motto was "Readiness Immediate and Development Eventual," which, as it turned out, meant that new Army Aviation Systems would not be developed for the next 35 years. Dr. Schrage was also recruited by Bob Lynn, Bell Helicopters VP Engineering, as the Bell Helicopters Director of Technology, with a promotion to VP Engineering upon Lynn's retirement in the next few years. This was one of the most challenging decisions of his life for Dr. Schrage and his family, as they had to move from their home in O'Fallon, IL - a great town and home for his growing family.. In addition, his wife Nancy's parents and his mother and sisters, all lived within a half hour from his home. His father, Albin, had passed away while we were moving to the St. Louis Area following his MSAE graduation from Georgia Tech in May 1974. When he arrived at Georgia Tech in January 1974, he started teaching the Rotorcraft Design Courses, which were similar in content to what he had developed in AVRADCOM and to what Dr. Dick Carlson taught at Stanford U. He also developed and taught design courses in his two weeks each year in the Department of Mechanics at USMA West Point during his reserve duty from 1978-1983. He continued in the U.S. Army Reserves and taught two weeks at USMA until 1996. He then retired as Colonel in the USAR in 2004. He used a computer-integrated environment and the top-down design decision support process taught at West Point. This provided a Framework for using Systems Engineering Methods for Product Design Driven and Quality Engineering Methods for Process Design Driven, as illustrated in Figure 1. Value-based Acquisition decision-making is a lost art in Digital Engineering and other attempts to produce effective and affordable systems. The Army FARA Contract termination in 2022 was primarily due to lack of Development Assurance Value Based Acquisition (DAVBA) (Ref. 1).
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Munoz-Guijosa, J. M., A. Di´az-Lantada, J. Echa´varri, et al. "Preparing Mechanical Engineering Students for Product Design Professional Practice Through PBL: Planning and Execution of the Subject “Product Design Methodology”." In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-48078.
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Along with theoretical knowledge acquisition, knowledge application and professional competence acquisition must be important teaching objectives in any engineering subject. This is especially remarkable for subjects aiming the acquisition of product design knowledge, provided that, in actual professional practice, product design is done in multidisciplinary teams, taking into account technical and non-technical criteria, and with tight deadlines and budgets. This work describes the contents and teaching planning and execution for the subject “product design methodology” at the Mechanical Engineering Department of Universidad Polite´cnica de Madrid, aiming for the student acquisition of important professional competences to be used on professional product design practice, such as systematic decision making, global company view, task prioritizing, internal and external entrepreneurship, or teamwork, as well as hard competences such as design procedures, quality or project economics. Student teamwork examples from the problem-based learning (PBL) experience, together with internal and external surveys are shown to check the validity of the proposal.
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Alves, Anabela C., Francisco Moreira, Rui Lima, et al. "Project Based Learning in First Year, First Semester of Industrial Engineering and Management: Some Results." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-89046.
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The innovative learning methodology Project-based learning (PBL) has been functioning in the first semester of the first year of the Master Degree in Industrial Engineering and Management (IEM) at University of Minho, Portugal, since 2004_2005. This methodology was implemented by a team of teachers from the Department of Production and Systems of the Engineering School just before the Bologna process was adopted in Portugal. The process required substantial changes in the teaching/learning methods and methodologies and had a significant impact on students’ learning and motivation. The team of IEM teachers designed a full semester project based on the contents of four project-supporting courses (PSC), and formed a coordination team involving PSC lecturers, tutors and educational researchers. The latter aimed to accompany students’ teams, assess the learning process and evaluate the PBL experience at IEM. After nine editions of PBL in the first year, the IEM curricular structure has been reformulated to include a semester-wide project course in the first semester, recognizing PBL as a distinct part of the curriculum. It is therefore time to reflect on the past experiences and the merits of the PBL experiences. After presenting the overview of PBL based on the IEM specific context, its merit will be discussed through the analysis of surveys results and workshops organized at the end of last three PBL editions. This learning approach has put many challenges to the coordination team, brought discussion and triggered research that supported PBL along the way.
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Flachsbart, B. R., S. Prakash, J. Yeom, et al. "Theory, Fabrication, and Characterization of MEMS Devices: An Interdisciplinary Course for Mechanical Engineers." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-13741.
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The need to provide students with hands-on instruction in the fabrication of Microelectromechanical Systems (MEMS) led to the development of an upper-undergraduate, introductory-graduate, laboratory course offered each spring in the Department of Mechanical Science and Engineering (MechSE). The laboratory is taught in a class 100 cleanroom located in, and operated by, the MechSE department. Fabrication and testing of two MEMS device projects, a piezoresistive membrane pressure sensor and a microfluidic logic chip, facilitate the teaching of standard fabrication procedures, fabrication tool operation, and cleanroom protocols. The course appeals across disciplines as evident by half the students coming from other departments (chemical engineering, chemistry, material science, physics, electrical engineering, aeronautical engineering, etc.). The course also serves to attract prospective graduate students as many students continue to use the cleanroom in their graduate level research. This course broadly covers MEMS fabrication theory while maintaining a focus on practical understanding and laboratory application of that theory. The lecture is tied closely to the laboratory work by covering the tool and procedure theory that is used in the lab each week. An exciting aspect of the course is the hands-on learning experience the students get by independently operating the fabrication equipment themselves, including metal deposition tools, reactive ion etch (RIE) tools, lithography tools (spinners, mask aligners, etc.), and bath etchers and cleaners. Safety is an important aspect of the course where students are tested on safety protocol, Material Safety Data Sheet (MSDS) and National Fire Protection Agency (NFPA) familiarity, personal protection procedures, etc. The students also learn benchmark fabrication procedures including standard cleaning protocols (with ultrasonics), the Bosch RIE etching of silicon microstructures, and anisotropic etching of silicon. The piezoresistive membrane pressure sensor project facilitates an understanding of the residual stresses involved in thin-film deposition, stress-strain relationships, and signal analysis for transduction mechanisms. The microfluidic logic chip project, a chip of logic gates (NAND, NOR, etc.) and a half-adder, facilitates understanding fundamental principles of microfluidics, the Navier-Stokes equation, and flow in microchannels. This course, originally sponsored by Intel Corporation, prepares Mechanical Engineers in a multi-disciplinary environment to learn both the practical fundamentals and the theoretical basis of basic and advanced microfabrication that goes beyond the usual CMOS fabrication theory and methodology taught in Electrical Engineering for the microelectronics bound students. As evident from its popularity, the course also serves to excite and equip students for the important Mechanical Engineering field of MEMS.
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Bibutov, Narzullo, Azizjon Khojiev, and Zafar Asraev. "Methodology of teaching applied mechanics." In PROCEEDINGS OF THE II INTERNATIONAL SCIENTIFIC CONFERENCE ON ADVANCES IN SCIENCE, ENGINEERING AND DIGITAL EDUCATION: (ASEDU-II 2021). AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0118009.
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Lazareva, Anastasiya, and Anna Kiseleva. "THE METHODOLOGY OF TEACHING ECOLOGY DEPARTMENT STUDENTS TRANSLATION SKILLS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1315.
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Huang, Wenzhun, Xinxin Xie, and Hui Zhang. "Research on the Practice Teaching Methodology and the Applications." In International Conference on Electronics, Mechanics, Culture and Medicine. Atlantis Press, 2016. http://dx.doi.org/10.2991/emcm-15.2016.16.
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Huang, Lihua, Yuefang Wang, and Feng Jiang. "Innovation in Engineering Mechanics Course Instructions: A Novel Practice." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-61071.
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The course innovation in Engineering Mechanics in the Civil and Hydraulic Engineering Department, Dalian University of Technology is reviewed in this paper. For several decades, a complete system of mechanics teaching has been built up in the University. However, some drawbacks have appeared showing the system not apt to the information-technology age. In order to improve the teaching of Mechanics subjects and make it more suitable for the modern college education, a course innovation has been carried out since 1997 in the Civil and Hydraulic Engineering Department. The innovation includes the following perspectives: the construction of a new Mechanics teaching system, the adoption of new teaching methods, the edition of textbooks and the enforcement of experiments and practices. After a long time of practice, a new teaching system has been formulated and a much class time has been saved. Meanwhile, the qualification-oriented education rather than the examination-oriented education is emphasized. It is demonstrated that students benefit from this course innovation for not only mastering the knowledge from textbooks better, but also for greatly improving their abilities of analyzing and solving engineering problems.
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Sena-Esteves, M. Teresa, Cristina Morais, Anabela Guedes, et al. "Teaching Impact and Evaluation Methodology Assessment in a Fluid Mechanics Course: Student’s Perceptions." In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-70576.
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Fluid Transport Systems topic is of fundamental importance in most Engineering areas. In this topic basic knowledge must be taught yet students normally resist and do not perform well in theoretical syllabus. In order to reinforce the importance of these issues, and based on teachers’ perceptions and experience, a change was made in the assessment process: a Practical Work and different moments and types of assessment were introduced. The objective is to evaluate the influence of these changes in the students’ final grades and to obtain students’ perceptions regarding these changes, and to know which teaching/learning methodologies are most effective. The students’ perceptions were analyzed through a questionnaire developed and validated for that purpose. Fifty students (88% of the enrolled students) carried out this new course format and answered the questionnaire. It is interesting to observe that most students (55.1%) do not perceive this course as essentially theoretical and 37% view it as balanced between theory and practice. One of the main reasons could be the fact that students realize that practical applications proposed during classes are enough to understand the theoretical concepts (75.5%). Globally students preferred several assessment moments (mini tests) to just one. Regarding the Practical Work, it was well accepted by students. The technical and soft skills promoted by the Practical Work as well as students’ learning styles were also analyzed through the questionnaires. The majority of students (71.4%) learn through the creation of concepts (abstract conceptualization) and perform things by an active experimentation. The grades obtained in the different moments of assessments were crossed with the final and Practical Work grades. It is worth pointing out that students increased their grades with the Practical Work.
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Van Poppel, Bret, Michael D. McKay, A. O¨zer Arnas, and Daisie Boettner. "The Water Turbine Competition: A Hands-On Approach to Teaching Conservation Principles." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-60530.
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For the past five semesters, the Water Turbine Competition has added significant excitement and motivation to the historically dreaded Fluid Mechanics course offered in the Department of Civil and Mechanical Engineering at the United States Military Academy. The Water Turbine Competition is an adaptation of the national Hydropower Contest. Teams of two or three students build a water turbine that will lift a weight using only the potential energy stored in a tank of water that is suspended above ground level. The water turbine project has proven to be an exciting and beneficial educational tool.
Reports on the topic "Mechanics department teaching methodology"
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Albert, Jose Ramon, Ronald Mendoza, Deanne Lorraine Cabalfin, Mohammad Mahmoud, and Mika Muñoz. A Process Evaluation of the Philippine Alternative Learning System. Philippine Institute for Development Studies, 2024. https://doi.org/10.62986/dp2024.31.
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This study presents a comprehensive process evaluation of the Department of Education's Alternative Learning System (ALS) in the Philippines, examining its effectiveness in providing second-chance education opportunities for out-of-school youth and adults (OSYAs). While the ALS plays a vital role in the Philippine education system, systematic evidence on its implementation effectiveness, operational processes, and institutional capabilities has been limited thus far. The study employs a mixed-methods approach, combining quantitative analysis of administrative data with key informant interviews, focus group discussions, and an online survey of 4,933 past and current ALS learners. This multifaceted methodology provides both broad insights into system-wide patterns and a granular understanding of implementation challenges. The evaluation reveals significant institutional strengths, particularly in teacher dedication and program adaptability. However, severe resource constraints hinder program effectiveness. Key findings demonstrate that the ALS faces substantial operational challenges. Most notably, despite serving only 0.8 percent of basic education learners, ALS receives merely 0.1 percent of the Department of Education's budget. This resource disparity manifests in concerning ways: a pupil-teacher ratio of 75:1 (compared to an ideal of 25:1), inadequate facilities—with 61 percent of Community Learning Centers below standard size requirements—and limited learning materials. Results from the online survey indicate high satisfaction with teaching quality (95%); however, only 54 percent of program completers are employed, with 51 percent reporting a high alignment of their jobs with their skills. Balancing work and study emerges as a significant challenge, particularly for working learners (45%), while financial difficulties affect 22 percent of participants. Gender disparities are notable, with female employment rates significantly lagging behind those of males, particularly in the 25-35 age group (34% versus 65%). The analysis also examines trends in the out-of-school youth population, considering the complementary effects of other interventions such as the Pantawid Pamilyang Pilipino Program (4Ps). Projections suggest this population could decrease to approximately 500,000 by 2035, requiring strategic recalibration of the ALS program's scope and delivery models. This potential reduction raises fundamental questions about the program's "endgame"—specifically, what constitutes a manageable level of out-of-school youth based on the Philippine context and international standards. The recommendations emphasize the need for increased funding, improved resource allocation, enhanced teacher training, stronger coordination among stakeholders, and innovative approaches to curriculum design and delivery. Additionally, the study calls for better alignment between ALS and other social protection programs, clearer metrics for measuring program effectiveness, and more targeted support for working learners and female participants. These findings are expected to inform evidence-based policymaking and catalyze strategic reforms to enhance the accessibility, quality, and relevance of alternative education in the Philippines.