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Three-Dimensional Force System:Problem Solving01:30

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A three-dimensional force system refers to a scenario in which three forces act simultaneously in three different directions. This type of problem is commonly encountered in physics and engineering, where it is necessary to calculate the resultant force on the system, which can then be used to predict or analyze the behavior of the object or structure under consideration.
To solve a three-dimensional force system, first resolve each force into its respective scalar components. Do this using...
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Semi-guided learning tool as framework for STEM students learning: A case study for final year projects.

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A new framework improved STEM students' planning and communication skills during their final year projects (FYP). This approach considered students' cognitive and emotional states, enhancing their learning and report writing efficiency.

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Area of Science:

  • Engineering Education
  • STEM Pedagogy
  • Higher Education

Background:

  • Graduates often exhibit deficits in essential communication and planning skills.
  • Student learning is influenced by cognitive-emotional factors like self-efficacy and self-management.
  • The final year project (FYP) is a critical component for skill development in STEM degrees.

Purpose of the Study:

  • To design and evaluate a semi-guided learning framework to enhance STEM students' planning and written communication skills.
  • To create a supportive work context that fosters positive behaviors and emotions during FYP report writing.
  • To adapt skill development strategies for remote learning environments, as necessitated by the COVID-19 pandemic.

Main Methods:

  • Implementation of a semi-guided learning framework at a Spanish university.
  • Collection of student perceptions through mixed-focus surveys.
  • Analysis of data from 55 STEM students regarding their FYP experience.

Main Results:

  • The majority of students reported improvements in both planning and written communication skills.
  • Qualitative analysis identified common student difficulties and benefits of the framework.
  • Students highlighted increased efficiency in the writing process and improved report quality.

Conclusions:

  • The developed framework effectively enhances crucial skills for STEM students.
  • Integrating cognitive-emotional support within the learning environment is vital for skill development.
  • The framework offers a viable model for improving student learning and project outcomes, even in challenging circumstances.