The engineering students’ use of multiple representations in mechanics problems solving at a selected public university in Rwanda

The subject of physics can sometimes seem esoteric and challenging to engineering students. It would be beneficial to create a more conducive learning environment for them by combining words, mathematical equations, graphs, and diagrams to increase their problem-solving abilities. It has been demonstrated in mechanics that employing multiple representations is an effective strategy when solving problems. This study aimed to examine engineering students’ use of multiple representations to solve mechanics problems, as well as to identify the challenges they encountered when applying this approach. The study was carried out at a public university in Rwanda. A mixed-methods research design was employed with a study population of 140 engineering students, 20 of whom were selected to be interviewed. The quantitative data were collected through achievement tests and analyzed using SPSS, and the qualitative data were also collected through a guided interview and analyzed thematically. The current study revealed that engineering students prefer to use mathematical representations rather than diagrams and graphics representations when solving mechanics problems. Additionally, the study revealed that students encountered several difficulties when applying this approach, such as difficulties visualizing abstract concepts, a lack of familiarity with different representations, and difficulties drawing free-body diagrams and interpreting them. The study suggests that efforts should be made to boost engineering students’ use of various representations in solving mechanics problems through curriculum reforms, teaching-oriented interventions, and the provision of suitable technological resources. The current study at a selected public university in Rwanda looks at engineering students’ use of multiple representations (MRs) in mechanics problem-solving. This study examines the common difficulties students have comprehending and implementing MRs like diagrams, graphs, and equations. We hope to suggest practical solutions that improve students’ problem-solving abilities by analyzing their competency and identifying barriers. This study is consistent with larger initiatives to improve physics education methodologies, highlighting the significance of incorporating a variety of MRs. This study contributes valuable insights to the improvement of teaching and learning in mechanics in tertiary education, as well as informing educational initiatives aimed at enhancing students’ capacities in using multiple representations (MRs) to solve both physics and real-world problems.

对于工程专业学生而言，物理学有时会显得晦涩难懂且颇具挑战。通过整合文字、数学公式、图表与示意图构建更具支持性的学习环境，以提升学生的问题解决能力，将对他们大有裨益。力学领域已有研究表明，在问题求解过程中运用多表征（multiple representations）是一种行之有效的策略。本研究旨在探究工程专业学生在力学问题求解中对多表征的使用情况，并识别他们应用该方法时遭遇的各类挑战。本研究于卢旺达一所公立大学开展，采用混合研究设计，研究总体为140名工程专业学生，其中选取20名学生进行访谈。定量数据通过学业成就测试收集，并使用SPSS进行分析；定性数据则通过引导式访谈收集，并以主题分析法开展编码分析。本次研究结果显示，工程专业学生在解决力学问题时，更倾向于使用数学表征，而非示意图与图形表征。此外，研究还发现学生在应用该方法时面临诸多困境：难以具象化抽象概念、对不同表征形式不够熟悉，以及绘制与解读自由体受力图（free-body diagrams）存在困难。本研究建议，应通过课程改革、教学干预及适配性技术资源供给，提升工程专业学生在力学问题求解中对各类表征形式的应用能力。本研究聚焦卢旺达某公立大学的工程专业学生在力学问题求解中对多表征（MRs）的使用情况，探究学生在理解与应用多表征（如示意图、图表与公式）时普遍存在的困难。本研究期望通过分析学生的能力水平并识别其面临的障碍，提出切实可行的解决方案以提升学生的问题解决能力。本研究契合当前优化物理教育方法的整体发展方向，凸显了融入多样化多表征形式的重要意义。本研究可为高等教育阶段力学课程的教与学改进提供宝贵参考，同时为旨在提升学生运用多表征解决物理问题与实际问题的教育实践提供借鉴。