June 26, 2011
June 26, 2011
June 29, 2011
22.885.1 - 22.885.6
It is widely agreed that a conceptual understanding of engineering concepts is a required compliment to a technical understanding of the equations and how to solve them. However, students often enter our classrooms with misconceptions about fundamental phenomena, presenting a significant obstacle to conceptual learning. The first part of our work consisted of establishing reliability of instruments to assess conceptual understanding. In the present study, we share results from multi-‐institution concept inventory assessments in heat transfer and thermodynamics. Our results indicate that instruction typically improves students’ conceptual understanding in these areas, but not typically to “proficient” levels (concept inventory scores over 70%). However, after implementation of inquiry-‐based activities, scores improve significantly, both with respect to the pre-‐course concept inventory scores and with respect to post-‐course scores for students who do not perform these activities.
Vigeant, M. A., & Prince, M. J., & Nottis, K. E. K., & Miller, R. L. (2011, June), Inquiry-Based Activities to Address Critical Concepts in Chemical Engineering Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18186
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2011 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015