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.

对于工科学生而言，物理学有时会显得晦涩难懂且颇具挑战性。通过整合文字表述、数学方程、图表与示意图打造更具助益的学习环境，以提升学生的问题解决能力，将对他们大有裨益。力学领域的相关研究已证实，在解题过程中运用多重表征（Multiple Representations）是一种高效策略。本研究旨在探究工科学生在解决力学问题时对多重表征（MRs）的使用情况，并厘清他们在应用该方法时遭遇的各类挑战。本研究在卢旺达的一所公立大学开展，采用混合研究设计，研究总体为140名工科学生，其中20名被选为访谈样本。定量数据通过学业成就测试采集，采用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。本研究结果显示，工科学生在解决力学问题时，相较于示意图与图形表征，更倾向于使用数学表征。此外，研究还发现学生在应用该方法时会面临诸多困境，例如难以具象化抽象概念、对不同表征方式不够熟悉，以及绘制和解读受力示意图（Free-body Diagrams）存在困难。本研究建议，应通过课程改革、教学干预以及提供适配的技术资源，提升工科学生在解决力学问题时对各类表征方式的使用频率。本研究以卢旺达某公立大学为研究场景，聚焦工科学生在力学问题解决中对多重表征（MRs）的应用情况，探析学生在理解和应用诸如示意图、图表及方程这类多重表征时普遍存在的困难。本研究期望通过分析学生的能力水平并厘清其面临的障碍，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学教育方法的整体发展方向，凸显了融入多样化多重表征的重要意义。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，同时也为旨在提升学生利用多重表征（MRs）解决物理问题及实际问题能力的教育实践提供借鉴。