Problem-centred Learning Using Computer Algebra Systems in the Engineering Curriculum

Engineering education at tertiary level is changing in order to reflect the need for an integrated approach to problem-based learning. Problem-solving techniques related to engineering applications have been used frequently to clarify difficult analytical concepts and theories. However, there is still a need to integrate various engineering disciplines by using different tools and approaches. The main objective of this paper is to present a problem-solving approach to analysis, synthesis and dynamics of mechanisms and machines using computer algebra systems. By using various analytical methods and the graphic capabilities of such mathematical software, it is possible to illustrate and implement, in a creative way, many areas including kinematic and dynamic analysis, vibration analysis and programming. Students generally considered these areas to be difficult.     

THE IMPACT OF ITEM PHRASING ON THE VALIDITY OF ATTITUDE SCALES FOR ELEMENTARY SCHOOL CHILDREN

The purpose of the study was to examine the effect of item phrasing on the validity of a Likert-type attitude scale. Three content similar scales were composed of 15 items, either all positive, all negative, or a mixture of positive and negative items. Five hundred twenty-two students in grades 4–6 responded to one of the three forms. Results from the all positive and negative forms indicated that item means, variances, and factor structures differed significantly. Inspection of item means suggested that it was difficult for the students to indicate agreement by disagreeing with a negative statement. Analyses of the mixed phrasing form indicated factors based upon item phrasing, not item content. Taken together, the results suggest that the technique of balancing item phrasing when used with elementary students appears to affect adversely the validity of attitude measurement.