A concept inventory for heat transfer

Jacobi, Anthony M.; Martin, Jay K.; Mitchell, J. W.; Newell, T.A.

doi:10.1109/fie.2003.1263338

Cited by 38 publications

(40 citation statements)

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“…Understand transient heat transfer-how heat flux and temperature change with time. 4 Work more with transient heat transfer and understand thermal resistance and link it to conduction. Semi-infinite materials.…”

Section: Challenge-based Workhops Descriptionmentioning

confidence: 99%

“…This usually involved questions relating to how they were going to use their heat flux sensors and thermocouples. [4] Step four involved the crux of the experiment. Some instructions for how they were to use the data acquisition software were provided along with instructions for how to run the experiment.…”

Section: Challenge-based Workhops Descriptionmentioning

confidence: 99%

“…Despite completing several courses in thermal and transport sciences, a significant number of students have misconceptions about simple heat transfer processes 2,3,4 . Through the development of the "Thermal and Transport Concept Inventory" (TTCI) test 5 , it has been observed that students possessed "robust misconceptions" about the differences between  heat, energy and temperature,  rate and amount of transfer (e.g., heat transfer, momentum transfer, mass transfer), and  steady-state and equilibrium processes 6 .…”

Section: Introductionmentioning

confidence: 99%

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Assessing Effects of Challenge-Based Instruction on Conceptual Understanding In Heat Transfer

Cirenza¹,

Diller²

2015 ASEE Annual Conference and Exposition Proceedings

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Unlike disciplines such as mechanics, where the concepts being taught can be easily seen in the movement of objects in everyday life, heat transfer lacks a visual element to guide conceptual understanding through observation. Traditional lecture style courses in the field of heat transfer are limited in how well they can convey certain difficult concepts. While they stress important ideas such as setting up control volumes and energy balances, they do not do a good job helping students distinguish between the three modes of heat transfer in real world problems (conduction, convection, and radiation), nor can they offer physical representations of problems to allow students to feel heat transfer taking place in different situations. This results in a lack of understanding of the underlying concepts of heat transfer, which is vital as it helps build a foundation from which to work and advance one's thinking.As a way of overcoming this obstacle, challenge-based workshops were designed and given to a junior level heat transfer class at the authors' institution. The hands-on workshops allowed the students to feel and observe heat transfer via the physical testing apparatus, heat flux sensors and temperature sensors that provided real-time data. These instruments, coupled with the open-ended, challenge-based pedagogy, provided opportunities for students to explore the differences between heat and temperature.This study examines the effectiveness of these hands-on, challenge-based workshops to improve junior-level heat transfer students' conceptual understanding of heat and temperature. The conceptual knowledge of the students was assessed through a concept inventory test given at both the beginning and the end of the course. These results were compared to those of a control group of students who took the traditional lecture class without the workshops.The results from the concept inventory yield a significant difference between the total scores of the two groups (experimental and control) as well as certain individual questions. The questions showing significant improvement can be linked directly to workshops conveying the concepts stressed by those questions and include: the difference between heat flow and feeling a temperature difference, effect of surface properties on thermal radiation, and heat transfer in internal flow. Future work entails (i) identifying the concepts in heat transfer that are most important for students to grasp in order to understand the fundamentals of the discipline and (ii) investigating additional ways to evaluate students' conceptual knowledge. The workshops will be restructured to best convey the concepts in a manner easily understood by someone with little or no experience in the field of heat transfer.

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Section: Challenge-based Workhops Descriptionmentioning

confidence: 99%

Section: Challenge-based Workhops Descriptionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Assessing Effects of Challenge-Based Instruction on Conceptual Understanding In Heat Transfer

Cirenza¹,

Diller²

2015 ASEE Annual Conference and Exposition Proceedings

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“…Afterward, work is needed to create valid and reliable CE-specific items based on the guidelines outlined by previous developers of concept inventories. Once a CE-FMCI has been developed, the instrument can be used to quantify the impacts of educational interventions, to investigate retention of knowledge in subsequent courses, and much more 11,12,28,30,34,40 .…”

Section: Implications For Researchmentioning

confidence: 99%

“…Since student insights are recommended in development of concept inventories 12,40 , a highperforming civil engineering student, who had just completed a fluid mechanics course, was asked to review the FMCI. Like the expert judges, she examined each of the existing FMCI items and used binary responses (yes/no) to indicate whether or not each question should be included on a CE concept inventory.…”

Section: Collecting a Student Perspective On The Fluid Mechanics Concmentioning

confidence: 99%

Refinement of a Concept Inventory to Assess Conceptual Understanding in Civil Engineering Fluid Mechanics

Watson

Mills

Bower

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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Given the need for civil engineers to develop solutions to society's infrastructure challenges, they must possess a deep understanding of engineering fundamentals so that they can tailor design solutions to meet growingly-complex constraints. Since research suggests that student conceptual development is enhanced through employment of engaging classroom practices, a variety of active pedagogies are being implemented in engineering education. Consequently, there is a need for assessment tools to monitor the learning outcomes of these educational interventions. Concept inventories have emerged as quick tools for examining conceptual understanding in a variety of engineering domains. While a concept inventory has been developed for fluid mechanics, it was designed for application in mechanical engineering classes. Thus, the goal of this project was to complete preliminary steps for creation of a civil engineering fluid mechanics concept inventory.Using an expert panel and student input, concept inventory items were systematically evaluated for applicability in civil engineering courses. The expert panel reviewed items using a modified Delphi-process, while student input and performance on the existing concept inventory were used to validate outcomes from the expert panel. Results generally concurred that topics related to fluid statics, pressure measurement, conservation of mass, Bernoulli's equation, and conservation of momentum were important for civil engineers. In contrast, compressible flow and boundary effects were generally classified as beyond the scope of a civil engineering course. In addition, participants suggested that additional questions related to viscous flow in pipes and open channel flow should be added to a future civil engineering fluid mechanics concept inventory.

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Development of the Heat and Energy Concept Inventory: Preliminary Results on the Prevalence and Persistence of Engineering Students' Misconceptions

Prince

Vigeant

Nottis

2012

J of Engineering Edu

110

112

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BACKGROUNDStudents frequently hold a number of misconceptions related to temperature, heat and energy. There is not currently a concept inventory with sufficiently high internal reliability to assess these concept areas for research purposes. Consequently, there is little data on the prevalence of these misconceptions amongst undergraduate engineering students. PURPOSE (HYPOTHESIS)This work presents the Heat and Energy Concept Inventory (HECI) to assess prevalent misconceptions related to: (1) Temperature vs. Energy, (2) Temperature vs. Perceptions of Hot and Cold, (3) Factors that affect the Rate vs. Amount of Heat Transfer and (4) Thermal Radiation. The HECI is also used to document the prevalence of misconceptions amongst undergraduate engineering students. DESIGN/METHODItem analysis, guided by classical test theory, was used to refine individual questions on the HECI. The HECI was used in a one group, pre-test-post-test design to assess the prevalence and persistence of targeted misconceptions amongst a population of undergraduate engineering students at diverse institutions. RESULTSInternal consistency reliability was assessed using Kuder-Richardson Formula 20; values were 0.85 for the entire instrument and ranged from 0.59 to 0.76 for the four subcategories of the HECI. Student performance on the HECI went from 49.2% to 54.5% after instruction. Gains on each of the individual subscales of the HECI, while generally statistically significant, were similarly modest. CONCLUSIONSThe HECI provides sufficiently high estimates of internal consistency reliability to be used as a research tool to assess students' understanding of the targeted concepts. Use of the instrument demonstrates that student misconceptions are both prevalent and resistant to change through standard instruction. KEYWORDS: concept inventory, heat, misconception INTRODUCTIONIn their seminal work "How People Learn" (Bransford, Brown, & Cocking, 2000) the authors emphasize the critical role in teaching of building from students' current conceptual framework. Since learning may be viewed as a process in which students fit new ideas 412 413 101 (July 2012) 3 Journal of Engineering Education into their existing mental structures, a flawed conceptual framework hinders students' ability to integrate and understand what is being taught. Part of effective instruction, therefore, entails engaging students in ways that uncover their existing conceptual frameworks, and then repairing any misconceptions. Traditional instruction often bypasses these steps, with the result that students leave their courses with many of their misconceptions intact. Decades of research in the sciences demonstrate the modest levels of conceptual change fostered in many classrooms (Center for Development and Learning, 2000;Deslauriers, Schelew, & Wieman, 2011;Lightman & Sadler, 1993;Sahin, 2010;Smith, diSessa, & Roschelle, 1993;Suping, 2003) and more limited studies in engineering indicate a similar pattern (Krause, Decker, & Griffin, 2003;Miller et al., 2006;Steif, Dollar, & D...

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A concept inventory for heat transfer

Cited by 38 publications

References 1 publication

Assessing Effects of Challenge-Based Instruction on Conceptual Understanding In Heat Transfer

Assessing Effects of Challenge-Based Instruction on Conceptual Understanding In Heat Transfer

Refinement of a Concept Inventory to Assess Conceptual Understanding in Civil Engineering Fluid Mechanics

Development of the Heat and Energy Concept Inventory: Preliminary Results on the Prevalence and Persistence of Engineering Students' Misconceptions

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