June 15, 2014
June 15, 2014
June 18, 2014
24.407.1 - 24.407.15
Development and Assessment of an Inquiry-Based Learning Activity in Dynamics: A Case Study in Identifying Sources and Repairing Student MisconceptionsAbstractA fundamental question in teaching engineering Dynamics is how to develop pedagogy to repairdeeply ingrained student misconceptions about the physical world. This paper documents thedevelopment and assessment of an Inquiry-Based Learning Activity (IBLA) used to repairstudent misconceptions in an introductory Dynamics course. IBLA’s consist of presenting teamsof students with a physical situation and asking them to predict what will happen. The studentsnext investigate the situation by experimenting with actual hardware that becomes the“authority” thus forcing students to confront their misconceptions. In this study, the authorsdeveloped an IBLA based on a question from the Dynamics Concept Inventory (DCI), avalidated tool to assess conceptual knowledge in Dynamics. The IBLA was deployed in bothintroductory and a second Dynamics course and assessed through pre-post DCI results, in classquizzes, homework problems, written student reflections and final exam questions. Next, usingvideotape and peer prompting, the authors developed and collected a verbal protocol fromDynamics students working both as individuals and in teams as they worked through the activityusing a “talk aloud” approach. Based on coding of the videotaped transcripts a betterunderstanding of the sources of misconceptions was identified and further refinements to theIBLA were made. The revised IBLA was redeployed with a new Dynamics cohort. Assessmentsindicate that use of the revised IBLA results in robust gains in student conceptual understanding.The sections that follow include descriptions of the videotape protocol, the IBLA, a detaileddiscussion of assessment results along with suggestions for implementation.
Widmann, J. M., & Self, B. P., & Prince, M. J. (2014, June), Development and Assessment of an Inquiry-Based Learning Activity in Dynamics: A Case Study in Identifying Sources and Repairing Student Misconceptions Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. https://peer.asee.org/20298
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