Using schema training to facilitate students' understanding of challenging engineering concepts in heat transfer and thermodynamics
Using schema training to facilitate students' understanding of challenging engineering concepts in heat transfer and thermodynamics
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DOI：
10.1002/jee.20360
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发表时间：
2020-09-29
影响因子：
3.4
通讯作者：
Slotta, Jim
中科院分区：
文献类型：
--
作者：
Yang, Dazhi;Streveler, Ruth;Slotta, Jim
研究背景迟浩田和他的同事们认为，一些最具挑战性的工程概念展示了新兴系统的特性。然而，学生往往缺乏理解涌现的心理框架或图式。斯洛塔和池认为，帮助学生为紧急系统开发一个模式，也就是所谓的模式培训，将增加对表现出紧急特性的挑战性概念的理解。目的我们测试图式训练的有效性，并从热力学和传热学的角度探讨挑战概念的本质。我们调查了图式训练是否可以(A)修复高级工科学生的错误概念，以及(B)阻止他们进入工科初学者。方法我们采用了Slotta和Chii的图式训练模式，并在两项采用实验设计的研究中检验了它们的影响。热和运输概念清单中的项目和专家开发的多项选择题被用来评估参与者对概念的理解。学生在对多项选择题进行开放式解释时所使用的语言也进行了编码。结果在两项研究中，实验组的学生对某些概念的理解有较大的进步--特别是在研究一中的染料扩散和微流体，以及在研究二的热力学的最终测试中。但在这两项研究中，学生在有关热传递的概念性问题上都没有表现出任何收获。结论我们的研究表明，检查所教授的概念背后的现象的性质是重要的，因为教学中使用的语言对学生如何理解它们有影响。因此，我们建议教师反思自己对这些概念的理解。
Background Chi and colleagues have argued that some of the most challenging engineering concepts exhibit properties of emergent systems. However, students often lack a mental framework, or schema, for understanding emergence. Slotta and Chi posited that helping students develop a schema for emergent systems, referred to as schema training, would increase the understanding of challenging concepts exhibiting emergent properties. Purpose We tested the effectiveness of schema training and explored the nature of challenging concepts from thermodynamics and heat transfer. We investigated if schema training could (a) repair misconceptions in advanced engineering students and (b) prevent them in beginning engineering students. Method We adapted Slotta and Chi's schema training modules and tested their impact in two studies that employed an experimental design. Items from the Thermal and Transport Concept Inventory and expert-developed multiple-choice questions were used to evaluate conceptual understanding of the participants. The language used by students in their open-ended explanations of multiple-choice questions was also coded. Results In both studies, students in the experimental groups showed larger gains in their understanding of some concepts-specifically in dye diffusion and microfluidics in Study One, and in the final test for thermodynamics in Study Two. But in neither study did students exhibit any gain in conceptual questions about heat transfer. Conclusion Our studies suggest the importance of examining the nature of the phenomena underlying the concepts being taught because the language used in instruction has implications for how students understand them. Therefore, we suggest that instructors reflect on their own understanding of the concepts.