Andrade, N. (2019, June), Utilizing Keeley’s Formative Assessments in a Sophomore-level Technical Civil and Environmental Engineering Course to Identify and Address Students’ Misconceptions  Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33527

\bibitem{asee_peer_33527}
  Andrade, N. (2019, June), \emph{Utilizing Keeley’s Formative Assessments in a Sophomore-level Technical Civil and Environmental Engineering Course to Identify and Address Students’ Misconceptions}
  Paper presented at 2019 ASEE Annual Conference \& Exposition , Tampa, Florida.
  10.18260/1-2--33527

Natasha Andrade.  "Utilizing Keeley’s Formative Assessments in a Sophomore-level Technical Civil and Environmental Engineering Course to Identify and Address Students’ Misconceptions".  2019 ASEE Annual Conference & Exposition , Tampa, Florida, 2019, June.  ASEE Conferences, 2019.  https://peer.asee.org/33527 Internet.  29 Jun, 2024

\bibitem{asee_peer_33527}
  Natasha Andrade.
  "Utilizing Keeley’s Formative Assessments in a Sophomore-level Technical Civil and Environmental Engineering Course to Identify and Address Students’ Misconceptions".
  \emph{2019 ASEE Annual Conference \& Exposition , Tampa, Florida, 2019, June}.
  ASEE Conferences, 2019.
  https://peer.asee.org/33527 Internet.  29 Jun, 2024

@INPROCEEDINGS{asee_peer_33527
author = "Natasha Andrade"
title = "Utilizing Keeley’s Formative Assessments in a Sophomore-level Technical Civil and Environmental Engineering Course to Identify and Address Students’ Misconceptions"
booktitle = "2019 ASEE Annual Conference \& Exposition "
year = "2019"
month = "June"
address = "Tampa, Florida"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/33527}
number = {10.18260/1-2--33527}
}

TY  - CPAPER
AB  - Engineering for Sustainability, a sophomore-level technical engineering course, focuses on how students apply knowledge gained in basic science classes to engineering problems, which is one of the ABET requirements for accreditation 1. The course covers sizing of non-renewable and renewable energy systems, as well as design of green infrastructure for stormwater management, and sustainability rating tools. It is known that students, before taking engineering courses, have prior notions about natural phenomena gained in college science courses and in K-12 education. Sometimes, these prior notions may not align with currently accepted scientific knowledge and experts’ knowledge 2,3. Bridging the gap between how students understand basic science principles and how experts understand the same principles can be a challenge. However, this challenge is worth undertaking as the understanding of basic scientific principles influence engineering practice 4.
This paper presents sophomore-level civil and environmental engineering students’ misconceptions of two concepts used in the Engineering for Sustainability course. The two concepts are: greenhouse effect and energy transfer. Students’ ideas about the two concepts were assessed using Keeley’s probes 5,6, which are formative assessment activities designed to uncover students’ ideas primarily in the K-12 grades. Although the assessment probes are not designed for post-secondary level, they have been useful in identifying engineering students’ preconceived ideas.
Analysis of the data shows that between 12.3 and 38.2 % of the student population has misconceptions with regards to heat transfer concepts. These misconceptions are rooted in their ideas of heat and cold as entities that move between objects. With regards to the greenhouse effect, the vast majority of the students showed a variety of misconceptions. The most prevalent misconception associated with the greenhouse effect is conflating it or closely relating it to the thinning of the ozone layer.

AU  - Natasha Andrade
CY  - Tampa, Florida
DA  - 2019/06/15
PB  - ASEE Conferences
TI  - Utilizing Keeley’s Formative Assessments in a Sophomore-level Technical Civil and Environmental Engineering Course to Identify and Address Students’ Misconceptions
UR  - https://peer.asee.org/33527
DO  - 10.18260/1-2--33527
ER  -