Development and Use of a Conceptual Survey in Introductory Quantum Physics

Wuttiprom, S.; Sharma, Manjula; Johnston, Ian; Chitaree, Ratchapak; Soankwan, Chernchok

doi:10.1080/09500690701747226

Cited by 100 publications

(113 citation statements)

References 20 publications

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“…Previous research (e.g., Wuttiprom et al, 2009) had indicated that "conceptual surveys" (p. 632) had a number of advantages including easy administration, objective scoring, and being able to be quantitatively analyzed.…”

Section: Assessing Misconceptions With Concept Inventoriesmentioning

confidence: 99%

Undergraduate Engineering Students’ Understanding of Heat, Temperature, and Energy: An Examination by Gender and Major

Nottis¹,

Prince²,

Vigeant³

2017

UCER-A

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Previous research has found that engineering students have difficulty distinguishing among heat, energy, and temperature concepts. Factors affecting the rate and amount of heat transferred, distinctions between temperature and energy, differences between temperature and how hot/cold something feels, and the effects of surface properties on heat transfer by radiation have been recurrently problematic. Since graduates need to understand these concepts to work with a variety of process operations, there is a need for them to understand these concepts after instruction. This exploratory study sought to determine whether undergraduate engineering students' knowledge of four crucial concept areas in heat transfer significantly changed after instruction and whether this differed by gender and engineering major. Results showed that while participants significantly improved from pre-test to post-test, there was a moderate effect and the mean score on the post-test was below what most have considered concept mastery. The mean post-test score for males was significantly higher than that of females, and females did not significantly improve from pre-test to post-test. A significant interaction between gender and major was also found. Implications of the findings and suggestions for future research are provided.

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Section: Assessing Misconceptions With Concept Inventoriesmentioning

confidence: 99%

Undergraduate Engineering Students’ Understanding of Heat, Temperature, and Energy: An Examination by Gender and Major

Nottis¹,

Prince²,

Vigeant³

2017

UCER-A

View full text Add to dashboard Cite

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“…Por cuanto el test conformado en esta investigación utiliza parcialmente elementos relacionados con dos importantes antecedentes publicados (McKagan, 2010;Wuttiprom, 2009), se considera oportuno comparar aspectos afines manejados por estos tres instrumentos, como se presenta a continuación.…”

Section: Discusión Y Conclusionesunclassified

“…El test conceptual sobre Física cuántica de Wuttiprom (2009), aunque de valor, revela como principal limitación que abarca un área de contenidos académicos relativamente estrecha, pues evalúa sólo los conceptos relacionados con el efecto fotoeléctrico y con la dualidad corpuscular-ondulatoria de la materia.…”

Section: Introductionunclassified

“…Los instrumentos de evaluación publicados elegidos como referentes del test a elaborar fueron el de Wuttiprom (2009) y McKagan (2010. La versión publicada en inglés de estos instrumentos fue traducida al español por un profesional.…”

Section: Introductionunclassified

“…Por su riqueza y trascendencia estos contenidos propician en alta medida el aprendizaje pretendido y, por tanto, se toman como fuentes para generar los ítems del test a conformar. Cabe destacar que estas temáticas también fueron utilizadas en al menos uno de los tests que constituyen los más cercanos antecedentes del presente trabajo (McKagan, 2010;Wuttiprom, 2009). …”

Section: Introductionunclassified

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Test conceptual de Física cuántica para estudiantes de ingeniería

Pérez

López

2017

REDIE

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ResumenEl objetivo de este trabajo fue elaborar un test que revele adecuados niveles de validez y confiabilidad al evaluar el aprendizaje conceptual esencial de la Física cuántica introductoria que logran los estudiantes de ingeniería en Cuba. Para evaluar la validez de contenido del test se empleó un panel de especialistas y tras aplicar el instrumento a una muestra de estudiantes de ingeniería, se realizó la caracterización psicométrica del mismo, que incluyó la determinación de índices de dificultad, discriminación y fiabilidad; se ejecutó también una prueba de validez de constructo utilizando el análisis factorial. Los resultados revelaron que el test conformado (QPCT-UC-1.1) cumple con los niveles de validez y confiabilidad exigidos para este tipo de instrumento, por lo que resulta útil para la enseñanza y la investigación educativa relacionada con la Física cuántica introductoria en contextos socioculturales similares al estudiado.Palabras clave: Test conceptual, Física cuántica, propiedades psicométricas, análisis factorial. AbstractThe aim of this study was to devise a test with suitable levels of validity and reliability to assess conceptual learning of introductory quantum physics in engineering students in Cuba. A panel of specialists was used to assess the validity of the content of the test, and after the instrument was administered to a sample of engineering students, the psychometric properties of the test were determined, including difficulty, discrimination and reliability indices; a construct validity test was also performed, using factor analysis. The results showed that the test devised (QPCT-UC-1.1) fulfills the levels of validity and reliability required for this kind of instrument, and it is therefore useful in teaching and educational research associated with introductory quantum physics in sociocultural contexts similar to that of the study.

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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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Development and Use of a Conceptual Survey in Introductory Quantum Physics

Cited by 100 publications

References 20 publications

Undergraduate Engineering Students’ Understanding of Heat, Temperature, and Energy: An Examination by Gender and Major

Undergraduate Engineering Students’ Understanding of Heat, Temperature, and Energy: An Examination by Gender and Major

Test conceptual de Física cuántica para estudiantes de ingeniería

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

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