Collaborative Research: Inquiry-Based Activities to Repair Persistent Student Misconceptions of Critical Engineering Concepts

CCLI第二阶段项目正在开发基于探究的教学模块，以修复学生在热力和交通科学的八个领域的关键误解。它正在五所合作学校的不同化学工程专业的学生中改进和测试这些模块，特别是面向代表性不足的学生群体。这些模块旨在为学生提供精心设计的情景，在这种情景中，现实而不是教授可以质疑他们的误解。这些教育材料正在通过各种机制传播，包括现场教师讲习班以及包含探究性活动的教学手册、辅助教学辅助工具和可靠的评估工具。正在使用以前编制的概念清单来评估材料的有效性，这是由外部评价专家协调的全面评价计划的一部分。该项目正在提供证据，表明这种方法是否可以用来解决工程科学中一系列长期存在的误解，以及它是否可以改善未被充分代表的学生的留住情况。最后，这些材料可用于辅助认证，因为它们提供了处理重要学习成果的成熟工具，以及记录学生学习成果的有效和高效的评估工具。

This CCLI Phase 2 project is developing inquiry-based educational modules to repair students' critical misconceptions in eight areas of thermal and transport science. It is refining and testing these modules with diverse chemical engineering students at five partner schools, with particular outreach to underrepresented student populations. The modules are designed to give students carefully designed situations where reality, rather than the professor, can dispute their misconceptions. These educational materials are being disseminated through a variety of mechanisms, including an on-site faculty workshop as well as an instruction manual with inquiry-based activities, supplementary instructional aids, and reliable assessment tools. The effectiveness of the materials is being assessed using previously developed concept inventories as part of a comprehensive evaluation plan coordinated by an outside evaluation expert. The project is providing evidence about whether this approach can be used to address a broad range of persistent misconceptions in engineering science and whether it can improve underrepresented student retention. Finally, these materials can be used for ABET accreditation, since they provide a proven vehicle for addressing important learning outcomes and a valid and efficient assessment tool to document students' learning gains.