Abstract
Engineering mechanics (EM) is considered one of the most difficult introductory courses in undergraduate education in civil engineering, mechanical engineering, aerospace engineering, and material science and engineering. Built on the foundation and framework of mathematics and physics, the course requires students to have not only strong abstract thinking and reasoning skills, but also solid spatial abilities. However, the role of spatial ability in learning engineering mechanics has not been investigated adequately in the literature. This paper serves four purposes. First, it presents a critical analysis of findings from an extensive literature review regarding the role of spatial ability in solving physics problems and makes connections to relevant problems of engineering mechanics. Second, this paper applies theories from cognition science and psychology to interpret the role of spatial ability in learning abstract concepts and complex motions in an engineering mechanics course. Third, this paper introduces intervention strategies that EM instructors may use to develop students’ spatial abilities. Finally, this paper provides engineering instructors and researchers with the implications for future research and instructional practices to help students succeed in this important introductory course.
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Published In
Journal of Professional Issues in Engineering Education and Practice
Volume 142 • Issue 2 • April 2016
Copyright
© 2015 American Society of Civil Engineers.
History
Received: Jul 28, 2014
Accepted: Aug 11, 2015
Published online: Oct 14, 2015
Discussion open until: Mar 14, 2016
Published in print: Apr 1, 2016
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