Origins of misconceptions in a materials concept inventory from student focus groups

Stephen Krause, Amaneh Tasooji, Richard Griffin

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

  • 21 Citations

Abstract

A Materials Concept Inventory (MCI) that measures conceptual change in introductory materials engineering classes uses student misconceptions as question responses, or "distracters", in the multiple-choice MCI test. In order to understand the origin of the misconceptions, selected sets of questions on particular topics from the MCI were discussed and evaluated with student focus groups. The groups were composed of six to ten students who met for two hours at the beginning of a semester with two "new" groups that had not taken the introductory materials course and two "prior" groups of students that had taken the course. Two examples of questions from one of the sets of topics that were discussed are presented from two areas of the thermal properties of metals. It was found that the logic and rationale for selection of given answers which were misconceptions arose from a variety of sources. These included personal observation, prior teaching, and television shows, as well as other sources. Some discussions led to suggestions of possible interventions for improving student learning and conceptual knowledge of a topic. Implications of the results and suggestions for possible improvements in teaching of introductory materials classes are discussed.

LanguageEnglish (US)
Title of host publicationASEE Annual Conference Proceedings
Pages10813-10820
Number of pages8
StatePublished - 2004
EventASEE 2004 Annual Conference and Exposition, "Engineering Researchs New Heights" - Salt Lake City, UT, United States
Duration: Jun 20 2004Jun 23 2004

Other

OtherASEE 2004 Annual Conference and Exposition, "Engineering Researchs New Heights"
CountryUnited States
CitySalt Lake City, UT
Period6/20/046/23/04

Fingerprint

Students
Teaching
Television
Thermodynamic properties
Metals

ASJC Scopus subject areas

  • Engineering(all)

Cite this

Krause, S., Tasooji, A., & Griffin, R. (2004). Origins of misconceptions in a materials concept inventory from student focus groups. In ASEE Annual Conference Proceedings (pp. 10813-10820)

Origins of misconceptions in a materials concept inventory from student focus groups. / Krause, Stephen; Tasooji, Amaneh; Griffin, Richard.

ASEE Annual Conference Proceedings. 2004. p. 10813-10820.

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

Krause, S, Tasooji, A & Griffin, R 2004, Origins of misconceptions in a materials concept inventory from student focus groups. in ASEE Annual Conference Proceedings. pp. 10813-10820, ASEE 2004 Annual Conference and Exposition, "Engineering Researchs New Heights", Salt Lake City, UT, United States, 6/20/04.
Krause S, Tasooji A, Griffin R. Origins of misconceptions in a materials concept inventory from student focus groups. In ASEE Annual Conference Proceedings. 2004. p. 10813-10820
Krause, Stephen ; Tasooji, Amaneh ; Griffin, Richard. / Origins of misconceptions in a materials concept inventory from student focus groups. ASEE Annual Conference Proceedings. 2004. pp. 10813-10820
@inproceedings{89491223508e486193968150d6f12791,
title = "Origins of misconceptions in a materials concept inventory from student focus groups",
abstract = "A Materials Concept Inventory (MCI) that measures conceptual change in introductory materials engineering classes uses student misconceptions as question responses, or {"}distracters{"}, in the multiple-choice MCI test. In order to understand the origin of the misconceptions, selected sets of questions on particular topics from the MCI were discussed and evaluated with student focus groups. The groups were composed of six to ten students who met for two hours at the beginning of a semester with two {"}new{"} groups that had not taken the introductory materials course and two {"}prior{"} groups of students that had taken the course. Two examples of questions from one of the sets of topics that were discussed are presented from two areas of the thermal properties of metals. It was found that the logic and rationale for selection of given answers which were misconceptions arose from a variety of sources. These included personal observation, prior teaching, and television shows, as well as other sources. Some discussions led to suggestions of possible interventions for improving student learning and conceptual knowledge of a topic. Implications of the results and suggestions for possible improvements in teaching of introductory materials classes are discussed.",
author = "Stephen Krause and Amaneh Tasooji and Richard Griffin",
year = "2004",
language = "English (US)",
pages = "10813--10820",
booktitle = "ASEE Annual Conference Proceedings",

}

TY - GEN

T1 - Origins of misconceptions in a materials concept inventory from student focus groups

AU - Krause, Stephen

AU - Tasooji, Amaneh

AU - Griffin, Richard

PY - 2004

Y1 - 2004

N2 - A Materials Concept Inventory (MCI) that measures conceptual change in introductory materials engineering classes uses student misconceptions as question responses, or "distracters", in the multiple-choice MCI test. In order to understand the origin of the misconceptions, selected sets of questions on particular topics from the MCI were discussed and evaluated with student focus groups. The groups were composed of six to ten students who met for two hours at the beginning of a semester with two "new" groups that had not taken the introductory materials course and two "prior" groups of students that had taken the course. Two examples of questions from one of the sets of topics that were discussed are presented from two areas of the thermal properties of metals. It was found that the logic and rationale for selection of given answers which were misconceptions arose from a variety of sources. These included personal observation, prior teaching, and television shows, as well as other sources. Some discussions led to suggestions of possible interventions for improving student learning and conceptual knowledge of a topic. Implications of the results and suggestions for possible improvements in teaching of introductory materials classes are discussed.

AB - A Materials Concept Inventory (MCI) that measures conceptual change in introductory materials engineering classes uses student misconceptions as question responses, or "distracters", in the multiple-choice MCI test. In order to understand the origin of the misconceptions, selected sets of questions on particular topics from the MCI were discussed and evaluated with student focus groups. The groups were composed of six to ten students who met for two hours at the beginning of a semester with two "new" groups that had not taken the introductory materials course and two "prior" groups of students that had taken the course. Two examples of questions from one of the sets of topics that were discussed are presented from two areas of the thermal properties of metals. It was found that the logic and rationale for selection of given answers which were misconceptions arose from a variety of sources. These included personal observation, prior teaching, and television shows, as well as other sources. Some discussions led to suggestions of possible interventions for improving student learning and conceptual knowledge of a topic. Implications of the results and suggestions for possible improvements in teaching of introductory materials classes are discussed.

UR - http://www.scopus.com/inward/record.url?scp=5444266227&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=5444266227&partnerID=8YFLogxK

M3 - Conference contribution

SP - 10813

EP - 10820

BT - ASEE Annual Conference Proceedings

ER -