Geotechnical Physical Modeling for Education: Learning Theory Approach
Publication: Journal of Professional Issues in Engineering Education and Practice
Volume 132, Issue 4
Abstract
As physical modeling sees increasing use in geotechnical engineering education, there is a need for a strategic approach for integrating this powerful simulation technique into courses in a way that ensures the greatest benefit for students. For this reason, a learning theory approach, which recognizes the natural learning cycle of students, has been developed. The approach is based on a modified version of the learning theorist David Kolb’s “theory of experiential learning.” The approach emphasizes a variety of learning styles and thus is appealing to a broad range of students. The approach is relatively easy to apply to traditional geotechnical engineering coursework and requires only a modest effort to adopt. It is expected that by using this approach when designing course modules, instructors can increase the likelihood that comprehensive learning will take place. While this paper focuses on physical modeling for geotechnical engineering, the approach presented here has educational applications to an array of other civil engineering topics.
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Acknowledgments
Financial support for this research was provided by the U.S. National Science Foundation under Grant No. CMS-0134370. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the writer and do not necessarily reflect the views of the National Science Foundation.
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Published In
Journal of Professional Issues in Engineering Education and Practice
Volume 132 • Issue 4 • October 2006
Pages: 288 - 296
Copyright
© 2006 ASCE.
History
Received: Apr 25, 2005
Accepted: Jul 14, 2005
Published online: Oct 1, 2006
Published in print: Oct 2006
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