Understanding the Progression of Student Learning in Materials Courses Achieved through Conceptual Change of Nano-to-Macroscale Concept Models of Materials (CONCOMM

该项目将通过材料概念模型（CONCOMM）的概念变化来理解学生在材料课程中学习的进展。学生概念知识的学习进度和整个学期所涵盖主题的变化将被开发出来，使用这种进度将促进材料教学和学习策略的新策略，并提高学生在材料课上的学习效率。为了解决学生的误解相关问题，将开发新的误解补偿教材。这种方法将不仅局限于材料学科的材料课程，而且可以用于其他学科的材料课程以及目前正在创建和教授的新型纳米技术课程。CONCOMM方法将利用即时教学和个人反应系统的快速反馈技术工具来快速描述和解决误解。它还可以用来研究和描述不同人群的概念变化的潜在差异，从而可以修改教学材料，使不同的学生群体更有效地学习。最后一点是，将定义一个通用的误解诱导方法工具包，可以被任何工程学科用来探索学生的先验知识和误解，然后解决它们以提高教学效率。纳米技术是一种前沿技术，必须有效地教授给那些准备好在全球经济中竞争的工科学生。本研究将为CONCOMM技术创建一个框架和教学材料，该技术在材料教学中使用快速适应错误概念，以促进更有效的概念变化，提高教学和学习材料的有效性，并建立一个具有更广泛应用潜力的一般模型。将制定有效的实施和评估方法，以衡量CONCOMM技术对学生学习的影响，并将广泛分发教学材料。

This project will develop an understanding of the progression of student learning in materials courses achieved through conceptual change of concept models of materials (CONCOMM). A learning progression of student conceptual knowledge and change for the topics covered across a semester would be developed, and using this progression would foster new strategies for materials teaching and learning strategies, as well as improve the effectiveness of student learning in materials classes. New misconception-compensated instructional materials would be developed to address students' misconception related issues. This approach would be not be limited to materials courses in the materials discipline, but could be used in materials courses for other disciplines as well as new types of nanotechnology courses now being created and taught. The CONCOMM approach will utilize rapid feedback technological tools of Just-in-Time-Teaching and Personal Response Systems to quickly characterize and address misconceptions. It could also be used to study and characterize potential differences of conceptual change for diverse populations which would allow the modification to instructional materials for more effective learning for diverse student populations. A final point is that a general toolkit of misconception-eliciting-methods will be defined which could be used by any engineering discipline to explore students' prior knowledge and misconceptions and then address them to improve teaching effectiveness.Nanotechnology is one of the leading edge technologies that must be effectively taught to engineering students who will be ready to compete in the global economy. This research will create a framework and instructional materials for the CONCOMM technique which uses rapid accommodation of misconceptions in materials instruction to promote more effective conceptual change, improve the effectiveness of teaching and learning of materials, and build a general model that would have potential for broader application. Effective implementations and assessment and will be developed to measure the effect of the CONCOMM technique on student learning and the instructional materials will be widely disseminated.