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Supporting Mechanical Reasoning with a Representationally‐Rich Learning Environment
Author(s) -
McKenna Ann F.,
Agogino Alice M.
Publication year - 2004
Publication title -
journal of engineering education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.896
H-Index - 108
eISSN - 2168-9830
pISSN - 1069-4730
DOI - 10.1002/j.2168-9830.2004.tb00794.x
Subject(s) - learning environment , test (biology) , presentation (obstetrics) , mathematics education , population , reflection (computer programming) , computer science , focus (optics) , psychology , medicine , paleontology , physics , biology , optics , radiology , programming language , environmental health
A learning environment to support mechanical reasoning and understanding of simple machines for middle school and high school students is presented, along with results of an evaluation of its effectiveness in student learning. Based on recommendations from literature on instructional frameworks and cognitive aspects of mechanical reasoning, SIMALE (the Simple Machines Learning Environment) was designed to support reflection, collaboration, and presentation of concepts from multiple perspectives. SIMALE was implemented with a diverse population of middle and high school students with three treatment variations: (1) environment with focus on Lego exercises to engage in hands‐on physical activities, (2) environment with focus on a Web‐based computer module, and (3) environment with both the computer module and Lego exercises. Analyses of results show significant increases in post‐test performance for all treatment variations within SIMALE. The results also revealed unexpected dramatic results in equalizing post‐test scores along ethnic and gender dimensions, in spite of large population differences in pre‐test scores.