Writing and conceptual knowledge in statics: Does learning approach matter?

Abstract

Learning of threshold concepts in courses such as statics has traditionally been a difficult and critical juncture for students in engineering. Research and other systematic efforts to improve the teaching of statics in recent years range widely, from development of courseware and assessment tools to experiential and other hands-on learning techniques. This paper reports a portion of the findings emerging from a multi-year, multi-institution study investigating possible links between short writing assignments and conceptual knowledge development in statics courses. The theoretical framework of the study combines elements from cognitive learning theory that have largely been studied in different disciplinary contexts: expertise (cognitive science), procedural/conceptual knowledge development (mathematics education), and conceptual change (physics education). Interview data are analyzed using predetermined codes and open coding, then explored for common themes. The results build on our previous findings that students approach learning in statics with varying emphasis placed on procedural and conceptual knowledge development and that a student's learning approach influences their perception of the written problems and the ways that they utilize them in learning. Thus, we provide evidence that the learning approach of students may be an important factor in the success of interventions designed to improve conceptual knowledge in statics.