Using a materials concept inventory to assess conceptual gain in introductory materials engineering courses
Document Type
Conference Proceeding
Publication Title
Proceedings - Frontiers in Education Conference, FIE
Abstract
A Materials Concept Inventory (MCI) has been created to measure conceptual knowledge gain in introductory materials engineering courses. The 30-question, multiple-choice MCI test has been administered as a pre and post-test at Arizona State University (ASU) and Texas A & M University (TAMU) to classes ranging in size from 16 to 90 students. The results on the pre-test (entering class) showed both "prior misconceptions" and knowledge gaps that resulted from earlier coursework in chemistry and, to a lesser extent, in geometry. The post-test (exiting class) showed both that some "prior misconceptions" persisted and also that new "spontaneous misconceptions" had been created during the course of the class. Most classes showed a limited, 15% to 20%, gain in knowledge between pre and post-test scores, but one class, which used active learning, showed a gain of 38%. More details on these results, on differences in results between ASU and TAMU, and on the nature of students' conceptual knowledge will be described.
First Page
T3D7
Last Page
T3D11
DOI
10.1109/FIE.2003.1263337
Publication Date
1-1-2003
Recommended Citation
Krause, S., Decker, J., & Griffin, R. (2003). Using a materials concept inventory to assess conceptual gain in introductory materials engineering courses. Proceedings - Frontiers in Education Conference, FIE, 1, T3D7-T3D11. https://doi.org/10.1109/FIE.2003.1263337