Using a materials concept inventory to assess conceptual gain in introductory materials engineering courses
Using a materials concept inventory to assess conceptual gain in introductory materials engineering courses
复制标题
使用材料概念清单来评估材料工程入门课程中的概念增益
DOI：
10.1109/fie.2003.1263337
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发表时间：
2003
期刊：
影响因子：
--
通讯作者：
Richard Griffin
中科院分区：
文献类型：
--
作者：
Stephen Krause;J. C. Decker;Richard Griffin
一个材料概念库存（MCL）已经创建，以衡量概念知识增益介绍材料工程课程。30个问题，多项选择MCI测试已被管理作为前和后测试在亚利桑那州州立大学（ASU）和得克萨斯州A & M大学（TAMU）的班级规模从16到90名学生。在预测试（进入类）的结果显示，既“先前的误解”和知识差距，导致早期的课程在化学，并在较小程度上，在几何。后测（下课后）表明，一些“先前的错误观念”仍然存在，而且在上课过程中产生了新的“自发的错误观念”。大多数班级在测试前和测试后的分数之间表现出有限的15%到20%的知识增益，但是一个使用主动学习的班级表现出38%的增益。这些结果的更多细节，ASU和TAMU之间的结果差异，并对学生的概念知识的性质进行了描述。
A materials concept inventory (MCl) has been created to measure conceptual knowledge gain in introductory materials engineering courses. The 30-question, multiple-choice MCI test has been administered as a pre and post-test at Arizona State University (ASU) and Texas A & M University (TAMU) to classes ranging in size from 16 to 90 students. The results on the pre-test (entering class) showed both "prior misconceptions" and knowledge gaps that resulted from earlier coursework in chemistry and, to a lesser extent, in geometry. The post-test (exiting class) showed both that some "prior misconceptions" persisted and also that new "spontaneous misconceptions" had been created during the course of the class. Most classes showed a limited, 15% to 20%, gain in knowledge between pre and post-test scores, but one class, which used active learning, showed a gain of 38%. More details on these results, on differences in results between ASU and TAMU, and on the nature of students' conceptual knowledge are described.