Origins Of Misconceptions In A Materials Concept Inventory
Origins Of Misconceptions In A Materials Concept Inventory
复制标题
材料概念清单中误解的起源
DOI：
10.18260/1-2--13327
复制
发表时间：
2004
影响因子：
3.4
通讯作者：
S. Krause
中科院分区：
文献类型：
--
作者：
S. Krause
在多项选择题MCI测试中，材料概念量表（Materials Concept Inventory，简称MCI）利用学生的误解作为问题回答或“干扰因素”来衡量材料工程入门课程的概念变化。为了了解误解的来源，我们与学生焦点小组讨论和评估了MCI中特定主题的选定问题集。这些小组由6到10名学生组成，他们在学期开始时见面两个小时，其中两个“新”小组没有上过介绍性材料课程，两个“先前”小组已经上过这门课程。本文从金属热性能的两个领域提出了两个问题的例子。人们发现，选择错误答案的逻辑和理由来自各种各样的来源。这些包括个人观察，以前的教学，电视节目，以及其他来源。一些讨论提出了可能的干预措施，以改善学生对某一主题的学习和概念性知识。本文还讨论了研究结果的意义以及对导论教材课堂教学改进的建议。
A Materials Concept Inventory (MCI) that measures conceptual change in introductory materials engineering classes uses student misconceptions as question responses, or “distracters”, in the multiple-choice MCI test. In order to understand the origin of the misconceptions, selected sets of questions on particular topics from the MCI were discussed and evaluated with student focus groups. The groups were composed of six to ten students who met for two hours at the beginning of a semester with two “new” groups that had not taken the introductory materials course and two “prior” groups of students that had taken the course. Two examples of questions from one of the sets of topics that were discussed are presented from two areas of the thermal properties of metals. It was found that the logic and rationale for selection of given answers which were misconceptions arose from a variety of sources. These included personal observation, prior teaching, and television shows, as well as other sources. Some discussions led to suggestions of possible interventions for improving student learning and conceptual knowledge of a topic. Implications of the results and suggestions for possible improvements in teaching of introductory materials classes are discussed.