Identifying student misconceptions in introductory materials engineering classes

Stephen Krause, J. Chris Decker, Justin Niska, Terry Alford, Richard Griffin

Research output: Chapter in Book/Report/Conference proceedingConference contribution

34 Citations (Scopus)

Abstract

Numerous student misconceptions in an introductory materials engineering class have been identified in order to create a Materials Concept Inventory (MCI) to test for the level of conceptual knowledge of the subject matter before and after the course. The misconceptions have been utilized as question responses, or "distracters", in the multiple-choice MCI test. They have been generated from a literature survey of assessment research in science and engineering in conjunction with extensive student interactions. Student input consisted of: weekly short-answer, open-ended questions; multiple-choice quizzes; and weekly interviews and discussions. In a simplified way, the questions tied fundamental concepts in primary topical areas of atomic structure and bonding, band structure, crystal geometry, defects, microstructure, and phase diagrams to the properties of materials in the families of metals, polymers, ceramics, and semiconductors. An early version of the MCI test was given to students in introductory materials courses at Arizona State University (ASU) and Texas A&M University (TAMU). Results showed conceptual knowledge gains between 15% and 37% between course pre-test and post-test scores. Lower scores, specified as less than 30% gain by Force Concept Inventory work, are typical of traditionally delivered, lecture-base instruction. Scores from 30% to 60% are moderate gains and are often evidenced in courses using active learning methods. Early results of the MCI showed differences between ASU and TAMU on some questions. It appears that they may be due to curricular and course content differences at the two schools.

Original languageEnglish (US)
Title of host publicationASEE Annual Conference Proceedings
Pages3753-3760
Number of pages8
StatePublished - 2003
Event2003 ASEE Annual Conference and Exposition: Staying in Tune with Engineering Education - Nashville, TN, United States
Duration: Jun 22 2003Jun 25 2003

Other

Other2003 ASEE Annual Conference and Exposition: Staying in Tune with Engineering Education
CountryUnited States
CityNashville, TN
Period6/22/036/25/03

Fingerprint

Students
Crystal atomic structure
Band structure
Phase diagrams
Semiconductor materials
Defects
Crystals
Microstructure
Geometry
Polymers
Metals

ASJC Scopus subject areas

  • Engineering(all)

Cite this

Krause, S., Decker, J. C., Niska, J., Alford, T., & Griffin, R. (2003). Identifying student misconceptions in introductory materials engineering classes. In ASEE Annual Conference Proceedings (pp. 3753-3760)

Identifying student misconceptions in introductory materials engineering classes. / Krause, Stephen; Decker, J. Chris; Niska, Justin; Alford, Terry; Griffin, Richard.

ASEE Annual Conference Proceedings. 2003. p. 3753-3760.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Krause, S, Decker, JC, Niska, J, Alford, T & Griffin, R 2003, Identifying student misconceptions in introductory materials engineering classes. in ASEE Annual Conference Proceedings. pp. 3753-3760, 2003 ASEE Annual Conference and Exposition: Staying in Tune with Engineering Education, Nashville, TN, United States, 6/22/03.
Krause S, Decker JC, Niska J, Alford T, Griffin R. Identifying student misconceptions in introductory materials engineering classes. In ASEE Annual Conference Proceedings. 2003. p. 3753-3760
Krause, Stephen ; Decker, J. Chris ; Niska, Justin ; Alford, Terry ; Griffin, Richard. / Identifying student misconceptions in introductory materials engineering classes. ASEE Annual Conference Proceedings. 2003. pp. 3753-3760
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