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SPECIAL SESSION: Educational Methods and Tools to Encourage Conceptual Learning

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Conference

2011 ASEE Annual Conference & Exposition

Location

Vancouver, BC

Publication Date

June 26, 2011

Start Date

June 26, 2011

End Date

June 29, 2011

ISSN

2153-5965

Conference Session

SPECIAL SESSION: Educational Methods and Tools to Encourage Conceptual Learning II

Tagged Division

Chemical Engineering

Page Count

10

Page Numbers

22.1317.1 - 22.1317.10

Permanent URL

https://peer.asee.org/18366

Download Count

18

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Paper Authors

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Milo Koretsky Oregon State University

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Milo Koretsky is an Associate Professor of Chemical Engineering at Oregon State University. He currently has research activity in areas related to thin film materials processing and engineering education. He is interested in integrating technology into effective educational practices and in promoting the use of higher level cognitive skills in engineering problem solving. Dr. Koretsky is a six-time Intel Faculty Fellow and has won awards for his work in engineering education at the university and national levels.

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Ronald L. Miller Colorado School of Mines

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Dr. Ronald L. Miller is professor of chemical engineering and Director of the Center for Engineering Education at the Colorado School of Mines where he has taught chemical engineering and interdisciplinary courses and conducted engineering education research for the past 25 years. Dr. Miller has received three university-wide teaching awards and has held a Jenni teaching fellowship at CSM. He has received grant awards for education research from the National Science Foundation, the U.S. Department of Education FIPSE program, the National Endowment for the Humanities, and the Colorado Commission on Higher Education and has published widely in the engineering education literature. His research interests include measuring and repairing engineering student misconceptions in thermal and transport science.

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John L. Falconer P.E. University of Colorado, Boulder

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Michael J. Prince Bucknell University

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Margot A. Vigeant Bucknell University

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Margot Vigeant is an Associate Professor of Chemical Engineering with research interests in Engineering Education and Bioprocess Engineering. She is also Associate Dean of Engineering at Bucknell University.

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Stephen J. Krause Arizona State University

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Stephen J. Krause is Professor in the School of Materials in the Fulton School of Engineering at Arizona State University. He teaches in the areas of bridging engineering and education, capstone design, and introductory materials engineering. His research interests are evaluating conceptual knowledge, misconceptions and their repair, and conceptual change. He has co-developed a Materials Concept Inventory for assessing conceptual knowledge of students in introductory materials engineering classes and has NSF sponsored projects in the areas of: Modules to Promote Conceptual Change in an Introductory Materials Course, Tracking Student Learning Trajectories of Atomic Structure and Macroscopic Property Relationships, and Assessing Learning Modes on Conceptual Change.

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David L. Silverstein University of Kentucky

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David L. Silverstein is the PJC Engineering Professor and an Associate Professor of Chemical & Materials Engineering at the University of Kentucky. He is assigned to the College of Engineering’s Extended Campus Programs at Paducah, Kentucky. Silverstein received his B.S.Ch.E. from the University of Alabama in 1992, his M.S. in Chemical Engineering from Vanderbilt University in 1994, and his Ph.D. in Chemical Engineering from Vanderbilt in 1998. He is the 2007 recipient of the Raymond W. Fahien Award for Outstanding Teaching Effectiveness and Educational Scholarship.

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Abstract

SPECIAL SESSION: Educational Methods and Tools to Encourage Conceptual LearningThe goal of this special session is to provide educators with an overview of specific educationalmethods and tools that they can bring back to the classroom to encourage their students to thinkdeeply about the concepts central to core chemical engineering and materials science courses.Presentations will focus on the use of concept inventories, peer instruction and conceptests,repair of misconceptions, and technology-based tools to facilitate active pedagogies. The sessionwill culminate in a panel discussion to address barriers to implementing these methods. Theintent of this session is to create a dialog amongst educators and develop the community ofinstructors interested in increasing engagement of their students in learning core concepts in theclassroom.This session will contain papers and provide a panel discussion on two uses of concept-basedquestions – one summative, one formative. With traditional instruction and testing methods,students are better rewarded by rote learning than by conceptual understanding. However,requiring students to solve problems by routine does not prepare them well to solve differenttypes of problems based on the same concepts. Two seminal works from the physics educationresearch community have dramatically reshaped how conceptual teaching and learning is viewedin college-level physics courses. First, through the Force Concept Inventory (FCI), Halloun andHestenes provided an instrument to measure students’ fundamental conceptual understanding ofNewtonian mechanics. Second, Eric Mazur published his book Peer Instruction, which describesthe use of ConcepTests to engage students in conceptual learning during lecture. Both criticallyrequire well crafted conceptual questions. There is interest in applying these methods toengineering education. For example, a search of ASEE conference proceedings over the past 15years shows 24 papers with a title including concept inventory or concept inventories and 17papers with peer instruction, clickers or response systems in the title. This special session willcombine speakers who have developed conceptual questions and applied them to ConceptInventories or to Peer Instruction. The objective of this special session is to develop a richerunderstanding of conceptual learning by comparing and contrasting these approaches.The following short presentations from panelists will precede the panel discussion: 1. Update on the Thermal and Transport Concept Inventory 2. Conceptests in Chemical Engineering Courses 3. The Use of Inquiry-Based Activities to Repair Student Misconceptions Related to Heat, Energy and Temperature 4. Uncovering, Addressing and Assessing Misconceptions and Their Repair in a Materials Course 5. Clickers and Beyond: Innovative uses of Technology to Promote Conceptual Learning

Koretsky, M., & Miller, R. L., & Falconer, J. L., & Prince, M. J., & Vigeant, M. A., & Krause, S. J., & Silverstein, D. L. (2011, June), SPECIAL SESSION: Educational Methods and Tools to Encourage Conceptual Learning Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. https://peer.asee.org/18366

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