Abstract
This paper describes an integration of two research lines combining identification of students’ misconceptions of difficult engineering concepts with efforts to repair some particularly robust misconceptions. Previous studies reported that misconceptions related to heat transfer, fluid mechanics, thermodynamics, and other engineering and science concepts persist among engineering students even after they completed college-level courses in the subjects. [Duit, 2009] Therefore, the first line of our research is focused on two research questions:• “What important concepts in thermal and transport science are difficult for engineering students to learn?”• “How an instrument can be developed to identify engineering student misconceptions of these difficult and important concepts?”
Original language | American English |
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State | Published - 10 Nov 2009 |
EGS Disciplines
- Curriculum and Instruction
- Education