June 14, 2015
June 14, 2015
June 17, 2015
NSF Grantees Poster Session
26.463.1 - 26.463.4
In our prior work, we developed a collection of inquiry-‐based activities to repair engineering students’ misconceptions in the areas of heat transfer and thermodynamics. Students who used these activities in laboratories scored significantly higher on subsequent concept inventories. This work has three goals, and after two years of work we have completed the first and are nearing completion of the second goal. First, we re-‐designed our inquiry-‐based activities for heat transfer by specifically modifying them in ways that make them easier for faculty to implement in the classroom. The original activities rely largely on student experiment, and faculty comments discussed how money, space, and time all constrained their ability to assign experiments to small groups of students. Based on this feedback, we have produced four new variations on the inquiry-‐based activities. These involve: a) replacing the students’ experiments with simulations; b) replacing the students’ experiments with the students observing the experiment as an in-‐class demonstration; c) the students’ watching the simulation as an in-‐class demonstration and d) replacing both simulation and experiment with an in-‐class thought experiment. Our second goal, which is nearing completion, is testing variations a-‐d at a number of different institutions and observing the impact on students’ conceptual understanding. We will use students concept inventory scores, as well as faculty feedback on ease-‐of-‐use, to judge the effectiveness and usability of each variation. Third and finally, in the coming academic year, we will provide both the full menu of activities and the effectiveness data to faculty broadly and monitor the adoption “in the wild”.
Vigeant, M. A., & Prince, M. J., & Nottis, K. E. K., & Koretsky, M. (2015, June), Design for Impact: Reimagining Inquiry-Based Activities in Heat Transfer for Effectiveness and Ease of Faculty Adoption Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23801
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