Instrumentation for measurement: A case study on conceptual versus problem-solving knowledge

Abstract

The problem under analysis looks at the overall comparison of about 1300 students’ performance considering separately their conceptual and problem-solving knowledge over 7 academic years of the course of Instrumentation for Measurement within the Mechanical Engineering Department, Faculty of Engineering, University of Porto . This course gives the relevant background for later content courses on Automation, Control, Mechatronics, Smart Factories, etc., in that Mechanical Engineering master's degree. It is important to note that such content deals with basic concepts in different science and technology topics, incorporating today's cyber systems and the Internet of Things (IoT). This content includes fundamental principles spanning traditional topics as physics, statistics, mechanical, dynamics, design, and electrical, foundational, technical, and technological knowledge, and informatics. Together, they permit access to very small changes in physical quantities making possible their measurement, interpreting them, and providing data in the cloud. Also, aspects related to a variety of specific prepared questions to motivate students to improve and enhance their comprehension instead of a pure sequence of memorization activities for a perfect “how-to-respond” are explained. The work describes details on the instructional course design, and the actions used to improve the difference in both performances, from the point of view of pedagogical strategies and their sequence of results. The main outcomes of the analysis performed on data from those 7-course editions indicate large differences between the scores of conceptual (/theoretical) and problem-solving components; steady improvement in student performance in conceptual knowledge over the years; stable performance concerning the problem-solving component; clear disruption in conceptual performance in the academic year disturbed by the pandemic situation, followed by great recovery in the following academic year. The results are discussed in the framework of the regulations and conditions in which the instruction takes place and the pedagogical strategies employed to balance conceptual and problem-solving knowledge. Finally, some suggestions are put forward to investigate further possible reasons behind the large gap in theoretical and problem-solving results. The authors hope to contribute with some helpful discussion and outcomes and to foster later feedback from the community.