June 15, 2019
June 15, 2019
June 19, 2019
Each engineering student who enters a fluid mechanics and heat transfer course has his or her own perception on transport phenomena, where the foundation of these perceptions could be built on previous coursework or experiences. As students progress through these courses, they build on such perceptions and develop a better understanding of the subject. Often, though, there is a lack of depth in knowledge of fundamental transport phenomena concepts. This level of understanding is necessary for enduring effects on student abilities. From data and literature, it has been proven that hands-on learning is more effective than passive learning in developing this depth in conceptual understanding. As a result, low-cost desktop learning modules (LC-DLMs) were developed to enhance student levels of understanding of various fundamental transport phenomena concepts such as hydraulic loss, energy exchange in a venturi meter, and heat exchange. There is a lack of robust measures, however, for assessing student levels of understanding. To address this gap, Bloom’s taxonomy can be used to categorize learning outcomes, measure learning gains, and better analyze levels of understanding of concepts relative to the LC-DLMs. This method provides a quantitative means to predict areas in which course development can be focused to improve the learning ability of an average student. The goal of this paper is to explicate the development of Bloom’s taxonomy graduated questions to achieve a proper understanding of different transport phenomena through LC-DLMs. A detailed outline of the development of Bloom’s taxonomy-based questions is provided to ensure a concrete base for the quantitative assessments. Results from preliminary evaluations of these Bloom’s taxonomy graduated questions, along with the implications and limitations of these results will be presented.
Khan, A. I., & Kaiphanliam, K., & Thiessen, D. B., & Van Wie, B. J., & Adesope, O. O., & Dutta, P., & Gartner, J., & Reynolds, O., & Beheshti Pour, N. (2019, June), Development of Bloom’s-level Graduated Instrument for Assessing Transport Concepts in Hands-on Learning Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32654
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