Direnga, J., & Presentati, B., & Timmermann, D., & Brose, A., & Kautz, C. H. (2015, June), Does it Stick? – Investigating Long-term Retention of Conceptual Knowledge in Mechanics Instruction  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23897

\bibitem{asee_peer_23897}
  Direnga, J., \& Presentati, B., \& Timmermann, D., \& Brose, A., \& Kautz, C. H. (2015, June), \emph{Does it Stick? – Investigating Long-term Retention of Conceptual Knowledge in Mechanics Instruction}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.23897

Julie Direnga, Bradley Presentati, Dion Timmermann, Andrea Brose, and Christian H Kautz.  "Does it Stick? – Investigating Long-term Retention of Conceptual Knowledge in Mechanics Instruction".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/23897 Internet.  05 Feb, 2025

\bibitem{asee_peer_23897}
  Julie Direnga, Bradley Presentati, Dion Timmermann, Andrea Brose, and Christian H Kautz.
  "Does it Stick? – Investigating Long-term Retention of Conceptual Knowledge in Mechanics Instruction".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/23897 Internet.  05 Feb, 2025

@INPROCEEDINGS{asee_peer_23897
author = "Julie Direnga, Bradley Presentati, Dion Timmermann, Andrea Brose, and Christian H Kautz"
title = "Does it Stick? – Investigating Long-term Retention of Conceptual Knowledge in Mechanics Instruction"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/23897}
number = {10.18260/p.23897}
}

TY  - CPAPER
AB  -                 Does it stick? - Investigating long-term retention of                 conceptual knowledge in mechanics instructionThe main purpose of instruction in engineering is to prepare students for their future jobs aswell as for courses that they subsequently take and which are often expected to build upon theresult of earlier instruction. Therefore, the knowledge gained in courses is meant to beretained, but is it really? While there is a large body of research that focuses on teachingeffectiveness by measuring how much knowledge was gained during instruction, the questionof how much of this knowledge is actually retained in the years following completion of thecourse is less frequently addressed although it is equally important.In this paper, we investigate the long-term retention of conceptual understanding inmechanics based on data from the Force Concept Inventory (FCI) as well as the ConceptAssessment Tool for Statics (CATS). We compare students' immediate post-instruction testscores from various years in the past to their test scores of today. This allows us to investigatethe influence of time and other factors on the retention of knowledge in mechanics. We thencompare these findings to similar studies from literature in other disciplines.  
AU  - Julie Direnga
AU  - Bradley Presentati
AU  - Dion Timmermann
AU  - Andrea Brose
AU  - Christian H Kautz
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Does it Stick? – Investigating Long-term Retention of Conceptual Knowledge in Mechanics Instruction
UR  - https://peer.asee.org/23897
DO  - 10.18260/p.23897
ER  -