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Full-Text Articles in Education
Undergraduate Engineering Students' Understanding Of Heat, Temperature, And Radiation, Katharyn Nottis, Michael Prince, Margot Vigeant, Sarah Nelson, Kathryn Hartsock
Undergraduate Engineering Students' Understanding Of Heat, Temperature, And Radiation, Katharyn Nottis, Michael Prince, Margot Vigeant, Sarah Nelson, Kathryn Hartsock
Michael J. Prince
Difficulty understanding heat and temperature concepts has been recognized in engineering education. Confusion has been shown to persist after instruction. The purpose of this study was to determine whether undergraduate engineering students’ knowledge of four heat transfer concept areas significantly changed with instruction and whether this varied by major and GPA. Two hundred twenty-eight undergraduate engineering students from six institutions were assessed prior to and after instruction. Results showed significant improvement in most concept areas but mean scores were below mastery. Previously documented misconceptions persisted after instruction. Significant differences were found by major and GPA. Suggestions for future research provided.
Embedding Lifelong Learning Skills Into A First-Year Engineering Course Through Introduction Of An Independent Research Project And Information Literacy Skills, Chris Plouff, Debbie Morrow
Embedding Lifelong Learning Skills Into A First-Year Engineering Course Through Introduction Of An Independent Research Project And Information Literacy Skills, Chris Plouff, Debbie Morrow
Chris Plouff
This paper reports on a work in progress to address ABET program outcome ‘i’ (“graduates have a recognition of the need for, and an ability to engage in, lifelong learning”) in the Bachelor of Science in Engineering programs (mid-size, undergraduate engineering program) at a large Master’s-granting university in the mid-western United States. One performance criterion used by the programs to assess program outcome ‘i’ is the ability to find, evaluate, and effectively use information independently. This concept is introduced in the first-year of the programs, and is reinforced in an intentional thread throughout the curriculum, culminating with the senior capstone …
Peer Review In An Undergraduate Biology Curriculum: Effects On Students’ Scientific Reasoning, Writing And Attitudes, Briana Timmerman
Peer Review In An Undergraduate Biology Curriculum: Effects On Students’ Scientific Reasoning, Writing And Attitudes, Briana Timmerman
Briana Eileen Timmerman
Scientific reasoning and writing skills are ubiquitous processes in science and therefore common goals of science curricula, particularly in higher education. Providing the individualized feedback necessary for the development of these skills is often costly in terms of faculty time, particularly in large science courses common at research universities. Past educational research literature suggests that the use of peer review may accelerate students’ scientific reasoning skills without a concurrent demand on faculty time per student. Peer review contains many elements of effective pedagogy such as peer-peer collaboration, repeated practice at evaluation and critical thinking, formative feedback, multiple contrasting examples, and …
Addressing The Multiplication Makes Bigger And Division Makes Smaller Misconceptions Via Prediction And Clickers, Kien Lim
Kien H Lim
This article presents a lesson that uses prediction items, clickers and visuals via PowerPoint slides to help prospective middle-school teachers address two common misconceptions: multiplication makes bigger and division makes smaller (MMB–DMS). Classroom research was conducted to explore the viability of such a lesson. Results show that the lesson was effective in creating awareness that multiplication does not always make bigger and division does not always makes smaller, uncovering students’ misconceptions, and providing opportunities for students to learn from mistakes. Students liked the activity for various reasons, such as getting to learn certain mathematical ideas, to think about the problems, …