Integrating CAD, 3D-printing technology and oral communication to enhance students’ physics understanding and disciplinary literacy

Abstract

Abstract How do engineering physics students come to understand and share their physics learnings as a result of careful integration of oral communication with engineering skills like computer aided design and 3D-printing technology? Based in a sociocognitive theory of situated communication pedagogy, the action research conducted in this study set out to answer this research question in an introductory first-year course in engineering physics. A re-design intervention was planned, overseen, and evaluated by a teaching team comprising three physicists and a communication specialist. The findings—supported by student surveys, reflective field notes from the teachers’ observations, and a focus group interview with students—strongly indicate that the students’ structured oral engagement with disciplinary content confer learning benefits and promote the development of disciplinary (physics) literacy.