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Developing a Materials Course Teaching Tool Kit to Promote Ease of Implementation of Innovative Classroom Instructional Materials

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2011 ASEE Annual Conference & Exposition


Vancouver, BC

Publication Date

June 26, 2011

Start Date

June 26, 2011

End Date

June 29, 2011



Conference Session

NSF Grantees Poster Session

Tagged Topic

NSF Grantees

Page Count


Page Numbers

22.451.1 - 22.451.36



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Paper Authors


Stephen J. Krause Arizona State University

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Stephen J. Krause is Professor in the School of Materials in the Fulton School of Engineering at Arizona State University. He teaches in the areas of bridging engineering and education, capstone design, and introductory materials engineering. His research interests are evaluating conceptual knowledge, misconceptions and their repair, and conceptual change. He has co-developed a Materials Concept Inventory for assessing conceptual knowledge of students in introductory materials engineering classes. He is currently conducting research with NSF sponsored projects in the areas of: Modules to Promote Conceptual Change in an Introductory Materials Course, Tracking Student Learning Trajectories of Atomic Structure and Macroscopic Property Relationships, and Assessing the Effect of Learning Modes on Conceptual Change.

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Jacquelyn E. Kelly Arizona State University

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Jacquelyn Kelly is doctoral student in Science Education at Arizona State University. Her Master's degree is in Materials Science and Engineering and her undergraduate degree is in Physics and Chemistry. Her principle research interests are situated in engineering education and include conceptual development, engineering academic language acquisition, and the role of motivation and emotion on these things. She is also invested and passionate about K-12 education as she teaches physics, chemistry, and science foundations at New School for the Arts and Academics, an alternative arts high school.

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Andrea Marta Eller Arizona State University

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Andrea Eller is an undergraduate at Arizona State University in the School of Materials at Arizona State University. After graduation she will be attending graduate school in Materials Science and Engineering. She has been working as an undergraduate teaching assistant in the Introductory Materials course for two years.

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Dale R. Baker Arizona State University

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Jessica Triplett Arizona State University

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Developing a Materials Course Teaching Tool Kit with Components for Eliciting Prior Knowledge, Constructing Conceptual Frameworks, and Promoting MetacognitionCurriculum materials and activities are often created and available to instructors as productsutilizing results of rigorous research in teaching and learning in science and engineering.However, instructors can be overwhelmed when presented with new and unfamiliar teaching andlearning materials, especially if changes in classroom content delivery and management arenecessary. Using new innovative materials in a course requires instructors compiling,evaluating, and understanding them, inferring implications about practice and effect on studentlearning, and making necessary revisions to ensure a proper “fit” within the classroom. In orderto make innovative curriculum tools more accessible to instructors, a set of teaching tool kitcomponents was created to implement innovative pedagogy for many topics in an introductorymaterials class. The toolkit was created also with the thought that instructors might more likelyuse a set of easily adapted materials, activities, and assessment tools that would not fragment thecoherence of a textbook or supplementary materials such as slide sets. The toolkit componentdevelopment has been based on major principles for effective learning described in the book,How People Learn, as well as the pedagogical content knowledge acquired from long termresearch on understanding of student learning in materials courses. One principle utilized in tooldevelopment is that, students bring their own experience to the classroom as prior knowledgeincluding misconceptions and knowledge gaps, which can act as barriers to learning. As such, wehave created tools to assess prior knowledge including the Materials Concept Inventory and Pre-Post Topical Concept Questions Sets. Eliciting such information is critical in informing creationof innovative teaching materials. A second principle is that, to achieve content competence,students must develop deep content understanding and have their facts and ideas organized in aconceptual framework. As such, we have created Concept-Context Maps and associatedactivities to map out visual frameworks of concepts and related contexts and their connections.Constructivist materials and activities to support conceptual framework development include:Mini-Lecture Misconception Informed Slide Sets, Slide Guide Explanatory Notes, Concept inContext Sorting Activities, Concept In Context Homework, and Visual Glossaries. A thirdprinciple for effective learning is that metacognitive learners can develop their own expertise bydefining learning goals and monitoring their progress. Tools that were created to promotemetacognition include Facilitator Structured Team Questioning Activities and Daily Reflections.These tools were created to promote thoughtful and meaningful team dialogue as well asawareness of both value and difficulties of learning content in a student centered classroom.Overall, this toolkit is meant for any instructor of introductory materials courses, regardless ofteaching expertise. By making innovative curriculum tools accessible, such as found in thetoolkit, we also hope to promote the development of pedagogical content knowledge in educatorsof engineering. Specific data on the effect of these materials on student learning, along withdetailed explanations of tool development methods will be presented in the full paper.

Krause, S. J., & Kelly, J. E., & Eller, A. M., & Baker, D. R., & Triplett, J. (2011, June), Developing a Materials Course Teaching Tool Kit to Promote Ease of Implementation of Innovative Classroom Instructional Materials Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--17732

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