Geotechnical Physical Modeling for Education: Learning Theory Approach

Abstract

As physical modeling sees increasing use in geotechnical engineering education, there is a need for a strategic approach for integrating this powerful simulation technique into courses in a way that ensures the greatest benefit for students. For this reason, a learning theory approach, which recognizes the natural learning cycle of students, has been developed. The approach is based on a modified version of the learning theorist David Kolb’s “theory of experiential learning.” The approach emphasizes a variety of learning styles and thus is appealing to a broad range of students. The approach is relatively easy to apply to traditional geotechnical engineering coursework and requires only a modest effort to adopt. It is expected that by using this approach when designing course modules, instructors can increase the likelihood that comprehensive learning will take place. While this paper focuses on physical modeling for geotechnical engineering, the approach presented here has educational applications to an array of other civil engineering topics.