New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Educational Research and Methods
This Work in Progress paper investigates how engineering students think and learn about rate and accumulation processes. The Rate and Accumulation Concept Inventory (RACI) is designed to assess students’ conceptual understanding of these two different processes. The primary goals of the RACI are to assess (1) overall mastery of rate and accumulation concepts, (2) mastery of these concepts within particular contexts (e.g., heat flow, water flow), and (3) the propensity for certain misconceptions related to rate and accumulation processes. Several efforts were made to improve the validity, reliability, and fairness of the RACI. Methods as suggested by the Evidentiary Validity Framework were used to assess the validity of each of the primary goals of the RACI across multiple pilot tests. Results from these analyses led to several inventory revisions.
This paper also reports on the use of instructional methods that were developed to correct student misconceptions identified by the RACI. Inquiry-based learning activities were designed using features drawn from variation theory to challenge students’ conceptual understanding of rate and accumulation processes across multiple contexts. The design of the activities along with and their use in a sophomore level civil and environmental engineering course are discussed.
Flynn, C. D., & Davidson, C. I., & Dotger, S. (2016, June), From Assessment to Intervention: Conceptual Understanding of Rate and Accumulation Processes Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26965
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