TY - GEN
T1 - Using a materials concept inventory to assess conceptual gain in introductory materials engineering courses
AU - Krause, Stephen
AU - Decker, J. Chris
AU - Griffin, Richard
N1 - Publisher Copyright:
© 2003 IEEE.
PY - 2003
Y1 - 2003
N2 - A Materials Concept Inventory (MCI) has been created to measure conceptual knowledge gain in introductory materials engineering courses. The 30-question, multiple-choice MCI test has been administered as a pre and post-test at Arizona State University (ASU) and Texas A & M University (TAMU) to classes ranging in size from 16 to 90 students. The results on the pre-test (entering class) showed both "prior misconceptions" and knowledge gaps that resulted from earlier coursework in chemistry and, to a lesser extent, in geometry. The post-test (exiting class) showed both that some "prior misconceptions" persisted and also that new "spontaneous misconceptions" had been created during the course of the class. Most classes showed a limited, 15% to 20%, gain in knowledge between pre and post-test scores, but one class, which used active learning, showed a gain of 38%. More details on these results, on differences in results between ASU and TAMU, and on the nature of students' conceptual knowledge will be described.
AB - A Materials Concept Inventory (MCI) has been created to measure conceptual knowledge gain in introductory materials engineering courses. The 30-question, multiple-choice MCI test has been administered as a pre and post-test at Arizona State University (ASU) and Texas A & M University (TAMU) to classes ranging in size from 16 to 90 students. The results on the pre-test (entering class) showed both "prior misconceptions" and knowledge gaps that resulted from earlier coursework in chemistry and, to a lesser extent, in geometry. The post-test (exiting class) showed both that some "prior misconceptions" persisted and also that new "spontaneous misconceptions" had been created during the course of the class. Most classes showed a limited, 15% to 20%, gain in knowledge between pre and post-test scores, but one class, which used active learning, showed a gain of 38%. More details on these results, on differences in results between ASU and TAMU, and on the nature of students' conceptual knowledge will be described.
KW - Assessment
KW - Materials concept inventory
KW - Materials engineering
KW - Misconceptions
UR - http://www.scopus.com/inward/record.url?scp=84938583904&partnerID=8YFLogxK
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U2 - 10.1109/FIE.2003.1263337
DO - 10.1109/FIE.2003.1263337
M3 - Conference contribution
AN - SCOPUS:84938583904
T3 - Proceedings - Frontiers in Education Conference, FIE
SP - T3D7-T3D11
BT - 33rd Annual Frontiers in Education
PB - Institute of Electrical and Electronics Engineers Inc.
T2 - 33rd Annual Frontiers in Education, FIE 2003
Y2 - 5 November 2003 through 8 November 2003
ER -