June 15, 2014
June 15, 2014
June 18, 2014
24.296.1 - 24.296.11
Comparing Misconceptions in Fluid Mechanics Using Interview Analysis Pre and Post Hands-on Learning Module TreatmentImplementation of hands-on pedagogies in the sciences and engineering is usually assessedduring and immediately after implementation while studies investigating the effect of treatmentson long-term retention of concepts are scarce. This work aims to discover the long-term retentionof fluid mechanics concepts using a treatment that employs desktop learning modules (DLMs)with cartridges for a venturi meter and for energy losses in a straight pipe and 180⁰ bend.Interviews several months after students took the fluid mechanics course offer insight intometacognitive processes and conceptual retention from the course. Questions in the interviewsare those developed as part of a previous study investigating persistence of conceptualdifficulties for students who have already had a fluid mechanics course. When we compare thetwo sets of interviews we anticipate results will show greater metacognitive skills and retentionin understanding of fluid mechanics concepts for students that had the DLM treatment. Jacqueline K. Burgher completed her undergraduate studies at Anderson University in Chemistryand Mathematics-Economics. She then worked in water treatment for the city of Indianapolis,Indiana and earned an MBA from Anderson University. Currently, she is pursuing a PhD inChemical Engineering at Washington State University and working under Bernie Van Wie on ahands-on learning tool to communicate the nitrogen cycle to undergraduate students.
Gartner, J. B., & Finkel, D., & Van Wie, B. J., & Adesope, O. (2014, June), Comparing Misconceptions in Fluid Mechanics Using Interview Analysis Pre- and Post-Hands-on Learning Module Treatment Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. https://peer.asee.org/20187
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