Work in progress: A new concept mapping approach in an introductory engineering course: Correlation between students´ conceptual understanding and problem-solving skills

This paper presents a new concept mapping approach, called “Tree of Dynamics,” to enhance students´ perception (intuitive cognition) of the relationships among fundamental concepts in an introductory engineering dynamics course. In this approach, the relationships among concepts are represented by tree structures including roots, trunks, branches, leaves, and fruits, rather than by using linking words or phrases. A total of 76 engineering undergraduates participated in this work-in-progress study. Statistical analysis showed that moderate correlation (r = 0.309, p <; 0.05) existed between students´ “tree” scores and exam scores. This research finding implies that the new “Tree of Dynamics” approach not only helps identify students´ misconceptions, but also provides a useful tool to help assess students´ problem-solving skills in the introductory engineering course.