Abstract
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.
Original language | English (US) |
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Title of host publication | Proceedings - Frontiers in Education Conference, FIE |
Publisher | Institute of Electrical and Electronics Engineers Inc. |
Pages | T3D7-T3D11 |
Volume | 1 |
ISBN (Print) | 0780379616 |
DOIs | |
State | Published - 2003 |
Event | 33rd Annual Frontiers in Education, FIE 2003 - Westminster, United States Duration: Nov 5 2003 → Nov 8 2003 |
Other
Other | 33rd Annual Frontiers in Education, FIE 2003 |
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Country | United States |
City | Westminster |
Period | 11/5/03 → 11/8/03 |
Keywords
- Assessment
- Materials concept inventory
- Materials engineering
- Misconceptions
ASJC Scopus subject areas
- Computer Science Applications
- Software
- Education