A Scoping Review of Concept Inventories in Engineering Education
- Conference
- Location
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Portland, Oregon
- Publication Date
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June 23, 2024
- Start Date
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June 23, 2024
- End Date
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June 26, 2024
- Conference Session
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Educational Research and Methods Division (ERM) Technical Session 5
- Tagged Division
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Educational Research and Methods Division (ERM)
- Page Count
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15
- DOI
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10.18260/1-2--46487
- Permanent URL
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https://peer.asee.org/46487
- Download Count
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253
Paper Authors
Vincent Oluwaseto Fakiyesi University of Georgia
Vincent Oluwaseto Fakiyesi received the B.Tech. degree in chemical engineering from the
Ladoke Akintola University of Technology, Ogbomosho, Oyo State, , Nigeria in 2015, and He is presently a Doctoral Students at Engineering Education Transformative Institute at the University of Georgia College of Engineering.
Deborah Gbemisola Fabiyi Washington State University
Isaac Damilare Dunmoye University of Georgia
Isaac Dunmoye
PhD in Engineering (in view), University of Georgia, USA,
M.Sc. in Electrical Engineering, University of Cape Town, South Africa, 2022.
B.Eng. in Agricultural and Biosystems Engineering, University of Ilorin, Nigeria, 2016.
Olanrewaju Paul Olaogun University of Georgia
Olanrewaju Paul Olaogun holds a Ph.D. in Engineering from the University of Georgia, Athens, GA, USA. He received his BSc. degree from the University of Benin, Nigeria and MSc. degree from the Florida Institute of Technology in Electrical Engineering. His research interest is focused on knowledge conceptualization and conceptual change. He has also worked extensively in the areas of students’ motivation, achievement goals, engagement, technology mediated learning and academic belonging.
Nathaniel Hunsu University of Georgia
Nathaniel Hunsu is an assistant professor of Engineering Education. He is affiliated with the Engineering Education Transformational Institute and the school of electrical and computer engineering at the university. His interest is at the nexus of the res
Abstract
WIP: A Scoping Review of Concept Inventories in Engineering Education
Abstract
Whether students have a good understanding of basic engineering concepts can affect their ability to master engineering content and develop correct understanding of the advanced concepts they will encounter in upper engineering classrooms. Hence, being able to assess students’ knowledge of basic contents has significant implications for the success of engineering pedagogy and learning at all levels of engineering programs. For example, instructors are better prepared to tailor their instruction to address conceptual misunderstanding or misconception if they can gauge what students know or what students have misconceived about the topics they encounter as they learn in engineering classrooms. Several past studies have identified concept inventories (CIs) as valuable tools for assessing students' understanding of fundamental engineering concepts. These inventories have been used in assessing the effectiveness of teaching methods and curricula in engineering classes.
Researchers have developed various Cls for measuring or assessing various engineering concepts. Because several CIs have been created within, and for the engineering education community over the years, there has been very little accounting of the various CIs that have been developed within the engineering education discipline. Without a purposeful curation of existing CIs, it is likely that instructors who may need these CIs may be unaware of their existence. Instructors may also be unfamiliar with necessary information about the psychometric properties of such instruments. This situation creates a notable knowledge gap in the literature that may require a scoping review that provides a comprehensive and systematic evaluation of these instruments. Hence, a scoping review and a systematic review of CIs of engineering concepts is urgently needed to establish the expanse of CIs in current engineering education literature. Such a review could provide valuable insights for engineering instructors and researchers seeking the most suitable assessments for their courses and the overall enhancement of teaching quality. The objective of this WIP study is to conduct a scoping review of the extant literature on engineering education to identify the various types of Cl that have been developed and used in engineering education. This review will systematically identify and synthesize relevant literature to identify a diverse range of concept inventories used in engineering disciplines. The review will highlight and evaluate extant concept inventories, identifying how they have been used in the assessment of student learning. Also, challenges and limitations to implementing concept inventories in engineering education will be examined. Findings from this review will also provide valuable insights for engineering educators, curriculum developers, and researchers, contributing to the advancement of engineering education.
Fakiyesi , V. O., & Fabiyi, D. G., & Dunmoye , I. D., & Olaogun, O. P., & Hunsu, N. (2024, June), A Scoping Review of Concept Inventories in Engineering Education Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--46487
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