Title: Recent postdigital transformations of undergraduate learning processes in the study of multidisciplinary materials science
Authors: Alexander V. Perig; Nikolai N. Golodenko; Oleksii V. Lapchenko; Violetta M. Skyrtach; Alexander A. Kostikov; Oleg V. Subotin
Addresses: Manufacturing Processes and Automation Engineering Department, Donbass State Engineering Academy, Shkadinova Str., 72, Kramatorsk, 84313, Ukraine ' Department of Water Supply, Water Disposal and Water Resources Protection, Donbass National Academy of Civil Engineering and Architecture, Heroyiv Nebesnoyi Sotni (Lazo) Str., 14, Kramatorsk, 84333, Ukraine ' Metallurgical Department, Donbass State Engineering Academy, Shkadinova Str., 72, Kramatorsk, 84313, Ukraine ' Department of Philosophy, Socio-Political and Legal Sciences, Donbass State Pedagogical University, Generala Batyuka Str., 19, Slavyansk, 84116, Ukraine ' Informatics and Engineering Graphics Department, Donbass State Engineering Academy, Shkadinova 72, Kramatorsk, 84313, Donetsk Region, Ukraine ' Manufacturing Processes and Automation Engineering Department, Donbass State Engineering Academy, Shkadinova Str., 72, Kramatorsk, 84313, Ukraine
Abstract: The present educational paper is focused on the creative rethinking and improvement of undergraduate curriculum in multidisciplinary materials science and engineering through the authors-proposed formulation of a new pedagogical hypothesis concerning the functioning modes of a two-tiered mathematical model of student memory. The didactic novelty of this original article is supported by the development and student-friendly interpretation of an original phenomenological model for an applied mathematical description of a typical geometric shape of student memorisation curve and a simplified estimation of student learning dynamics based on the concepts of learning-forgetting theory. The physical meaning of the authors-proposed memory hypothesis and phenomenological learning model is shown through the introduction of an electrical scheme which illustrates the idea of a novel phenomenological model of student memory. The author-proposed original didactic approach substantially broadens and extends student ideas concerning practical possibilities of applied mathematical modelling of educational problems of learning and instruction.
Keywords: learning-forgetting theory; two-tiered student memory model; memorisation; phenomenological mathematical model of memory; electrical analogy; materials science education; engineering education; didactics.
International Journal of Continuing Engineering Education and Life-Long Learning, 2019 Vol.29 No.3, pp.251 - 291
Received: 14 Jan 2019
Accepted: 06 Apr 2019
Published online: 03 Jul 2019 *