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

这个CCLI第二阶段项目正在开发基于探究的教育模块，以修复学生在热和运输科学的八个领域的关键误解。它正在与五所合作学校的不同化学工程学生一起完善和测试这些模块，特别是针对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境，在这些情境中，现实而不是教授可以质疑他们的误解。这些教育材料通过各种机制传播，包括一个现场教师讲习班以及一份指导手册，其中包括基于调查的活动、补充教学辅助工具和可靠的评估工具。目前正在利用以前制定的概念清单来评估这些材料的有效性，这是由一名外部评价专家协调的综合评价计划的一部分。该项目提供的证据表明，这种方法是否可以用来解决工程科学中广泛存在的误解，以及它是否可以提高代表性不足的学生的保留率。最后，这些材料可用于ABET认证，因为它们提供了一个经过验证的工具来处理重要的学习成果，并提供了一个有效和高效的评估工具来记录学生的学习成果。

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.