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

了解通过纳米材料到宏观材料概念模型的概念转变实现的学生材料课程学习进展（CONCOMM

• 批准号: 0836041
• 负责人: Stephen Krause
• 金额: $ 49.52万
• 依托单位: Arizona State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-09-01 至 2013-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0836041&HistoricalAwards=false
• 关键词: Understanding; Progression; Student; Learning; Materials

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.

本项目将通过材料概念模型的概念变化(CONCOMM)，加深对学生在材料课程中学习进展的理解。将制定学生概念知识的学习进度和整个学期所涵盖主题的变化，利用这一进度将培养新的材料教学策略和学习策略，并提高学生在材料课上的学习效率。将开发新的错误概念补偿教材，以解决学生错误概念相关的问题。这种方法将不仅限于材料学科的材料课程，还可以用于其他学科的材料课程，以及正在创建和教授的新型纳米技术课程。CONCOMM方法将利用及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学生群体在概念变化方面的潜在差异，这将允许修改教学材料，以便为不同学生群体更有效地学习。最后一点是，将定义一个通用的错误概念诱导方法工具包，任何工程学科都可以使用它来探索学生的先前知识和错误概念，然后解决它们，以提高教学效率。纳米技术是必须有效地教授给准备好在全球经济中竞争的工程学学生的前沿技术之一。这项研究将为CONCOMM技术创建一个框架和教学材料，该技术利用材料教学中的错误概念的快速调节来促进更有效的概念变化，提高材料教与学的有效性，并建立一个具有更广泛应用潜力的一般模式。将开展有效的实施和评估，以衡量CONCOMM技术对学生学习的影响，并将广泛分发教学材料。