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.

中文翻译：

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结合CAD、3D打印技术和口语交流，提升学生对物理的理解和学科素养

由于口头交流与计算机辅助设计和 3D 打印技术等工程技能的仔细整合，工程物理学生如何理解和分享他们的物理知识？基于情境传播教学法的社会认知理论，本研究中进行的行动研究旨在回答工程物理学第一年入门课程中的这一研究问题。由三名物理学家和一名通信专家组成的教学团队计划、监督和评估重新设计的干预措施。由学生调查、教师观察的反思性现场笔记以及对学生的焦点小组访谈支持的调查结果强烈表明学生的