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Science and Mathematics Education Commons™
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Articles 1 - 5 of 5
Full-Text Articles in Science and Mathematics Education
Addressing Misconceptions About Heat Transfer In Undergraduate Chemical Engineering Instruction, Katharyn E. K. Nottis, Michael J. Prince, Margot A. Vigeant
Addressing Misconceptions About Heat Transfer In Undergraduate Chemical Engineering Instruction, Katharyn E. K. Nottis, Michael J. Prince, Margot A. Vigeant
Michael J. Prince
Understanding heat, energy and temperature can be difficult. Misconceptions about heat transfer have been found to persist, even after instruction. New instructional methods are needed to address them. This pilot study examined whether researcher-developed, inquiry-based activities could increase conceptual understanding of heat transfer. Twenty-two undergraduate chemical engineering students were assessed before and after instruction with inquiry-based activities. Participants had significantly higher scores on the post-test. An examination of assessment questions revealed substantial improvement on questions closely related to activities. However, participants had difficulty applying concepts in new and related contexts. Educational implications and suggestions for future research will be discussed.
Addressing Misconceptions About Heat Transfer In Undergraduate Chemical Engineering Instruction, Katharyn E. K. Nottis, Michael J. Prince, Margot A. Vigeant
Addressing Misconceptions About Heat Transfer In Undergraduate Chemical Engineering Instruction, Katharyn E. K. Nottis, Michael J. Prince, Margot A. Vigeant
Margot Vigeant
Understanding heat, energy and temperature can be difficult. Misconceptions about heat transfer have been found to persist, even after instruction. New instructional methods are needed to address them. This pilot study examined whether researcher-developed, inquiry-based activities could increase conceptual understanding of heat transfer. Twenty-two undergraduate chemical engineering students were assessed before and after instruction with inquiry-based activities. Participants had significantly higher scores on the post-test. An examination of assessment questions revealed substantial improvement on questions closely related to activities. However, participants had difficulty applying concepts in new and related contexts. Educational implications and suggestions for future research will be discussed.
Planting The Seeds Of Computational Thinking: An Introduction To Programminsuitable For Inclusion In Stem Curriculag, Eric A. Freudenthal, Art Duval, Sarah Hug, Alexandria N. Ogrey, Kien H. Lim, Catherine Tabor, Rebeca Q. Gonzalez, Alan Siegel
Planting The Seeds Of Computational Thinking: An Introduction To Programminsuitable For Inclusion In Stem Curriculag, Eric A. Freudenthal, Art Duval, Sarah Hug, Alexandria N. Ogrey, Kien H. Lim, Catherine Tabor, Rebeca Q. Gonzalez, Alan Siegel
Kien H Lim
Inadequate math preparation discourages many capable students – especially those from traditionally underrepresented groups – from pursuing or succeeding in STEM academic programs. iMPaCT is a family of―"Media Propelled" courses and course enrichment activities that introduce students to―"Computational Thinking." iMPaCT integrates exploration of math and programmed computation by engaging students in the design and modification of tiny programs that render raster graphics and simulate familiar kinematics. Through these exercises, students gain experience and confidence with foundational math concepts necessary for success in STEM studies, and an understanding of programmed computation. This paper presents early results from our formal evaluation of …
Dissect: A Framework For Effective Inclusive Instruction In Science, Jenny Sue Flannagan, Lucinda S. Spaulding
Dissect: A Framework For Effective Inclusive Instruction In Science, Jenny Sue Flannagan, Lucinda S. Spaulding
Lucinda S. Spaulding
In this presentation we present a framework for effective inclusive education in science.
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, …