ERIC Number: EJ1063511
Record Type: Journal
Publication Date: 2004
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1557-5284
EISSN: N/A
Using the van Hiele K-12 Geometry Learning Theory to Modify Engineering Mechanics Instruction
Sharp, Janet M.; Zachary, Loren W.
Journal of STEM Education: Innovations and Research, v5 n1-2 p35-41 Jan-Jun 2004
Engineering students use spatial thinking when examining diagrams or models to study structure design. It is expected that most engineering students have solidified spatial thinking skills during K-12 schooling. However, according to what we know about geometry learning and teaching, spatial thinking probably needs to be explicitly taught within the confines of engineering-specific contexts in college. The van Hiele theory of geometry learning explains geometry understanding as a series of more and more sophisticated ways to reason geometrically. The theory is known for its use in guiding K-12 geometry instruction. This paper describes the theory and explains how one engineering mechanics professor used it to re-conceptualize and restructure his approach to teaching an engineering mechanics class. In particular, we describe his use of the van Hiele theory to move students toward success with freebody-diagrams, diagrams requiring complex spatial thinking and often a "point of departure" for most undergraduate engineering students. [A bibliography and list of suggested readings are included.]
Descriptors: Engineering Education, Mechanics (Physics), Spatial Ability, Geometry, Learning Theories, Undergraduate Students, Mathematics Instruction, Teaching Methods, Visual Aids, Geometric Concepts, Sequential Learning, Case Studies
Institute for STEM Education and Research. P.O. Box 4001, Auburn, AL 36831. Tel: 334-844-3360; Web site: http://www.jstem.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A