Abstract
Statics is a mandatory course in the departments of mechanical engineering, aerospace, and shipbuilding, and it can be challenging due to its combination of mathematical and physical concepts that students have previously studied. Typically, traditional teaching methods for statics focus on formula calculations and abstract concepts, which involve a significant number of mathematical equations. This study utilizes the problem-based learning method integrated with design thinking (DTPBL) to explore the teaching of the "Statics" course. The results of this study show that incorporating DTPBL into the statics course enhanced students' motivation to learn, enabled them to actively seek practical situational issues related to statics, improved their problem-solving and innovation abilities, and fostered better interaction between teachers and students.
Author Information
Shyh-Chour Huang, National Kaohsiung University of Science and Technology, Taiwan
Paper Information
Conference: ACEID2023
Stream: Design
This paper is part of the ACEID2023 Conference Proceedings (View)
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To cite this article:
Huang S. (2023) Research on the Learning Effect of Statics Course by the Problem-Based Learning Method Integrated With Design Thinking ISSN: 2189-101X – The Asian Conference on Education & International Development 2023 Official Conference Proceedings https://doi.org/10.22492/issn.2189-101X.2023.58
To link to this article: https://doi.org/10.22492/issn.2189-101X.2023.58
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