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The effects of enhanced hands-on experimentation on correcting student misconceptions about work and energy in engineering mechanics
Research in Science & Technological Education ( IF 1.697 ) Pub Date : 2021-07-30 , DOI: 10.1080/02635143.2021.1909555
Gang Liu 1 , Ning Fang 2
Affiliation  

ABSTRACT

Background

A solid conceptual understanding is essential for students to succeed in all academic disciplines. Student misconceptions are correlated with their poor academic performance and high attrition rates. It is especially important to correct student misconceptions in science-based undergraduate engineering mechanics courses that cover numerous fundamental concepts.

Purpose

This paper aims to conduct a research study on the effects of an instructional intervention called enhanced hands-on experimentation on identifying and correcting student misconceptions about work and energy in a second-year undergraduate engineering mechanics course. As a comparison, the effects of traditional textbook instruction were also investigated.

Sample

The present study is qualitative research involving the transcriptions and coding of qualitative verbal data collected through a think-aloud approach. To offer deep insights into the effects of enhanced hands-on experimentation and traditional textbook instruction on each individual student participant, 12 undergraduate students were recruited to participate in the present study. This sample size is typical in qualitative research.

Design and Methods

The student participants were assigned into an enhanced hands-on experimentation group and a traditional textbook instruction group. Data was collected using a think-aloud approach while student participants took a pre-test and a post-test before and after the enhanced hands-on experimentation or traditional textbook instruction intervention. Qualitative verbal data collected through think-aloud were quantitatively analyzed to compare the effectiveness of the two types of interventions on correcting student misconceptions about work and energy in engineering mechanics.

Results

Compared to traditional textbook instruction, enhanced hands-on experimentation is significantly more effective in correcting student misconceptions about work and energy. As the consequence of enhanced hands-on experimentation, student participants achieved a group-average normalized learning gain of 55.8%, and the overall reduction rate of students’ misconception instances was 47.9%.

Conclusions

The enhanced hands-on experimentation can be employed as an effective supplemental tool to help correct student misconceptions about work and energy in engineering mechanics.



中文翻译:

加强动手实验对纠正学生对工程力学工作和能量的误解的影响

摘要

背景

扎实的概念理解对于学生在所有学科中取得成功至关重要。学生的误解与他们糟糕的学习成绩和高退学率有关。在涵盖众多基本概念的理科本科工程力学课程中,纠正学生的误解尤为重要。

目的

本文旨在对称为增强动手实验的教学干预对识别和纠正本科二年级工程力学课程中学生对工作和精力的误解的影响进行研究。作为比较,还研究了传统教科书教学的效果。

样本

本研究是定性研究,涉及通过有声思考方法收集的定性口头数据的转录和编码。为了深入了解增强的动手实验和传统教科书教学对每个学生参与者的影响,招募了 12 名本科生参与本研究。此样本量在定性研究中很典型。

设计与方法

学生参与者被分配到一个增强的动手实验组和一个传统的教科书指导组。数据是使用有声思考的方法收集的,而学生参与者在增强的动手实验或传统教科书教学干预前后进行了前测和后测。对通过有声思考收集的定性语言数据进行定量分析,以比较两种干预措施在纠正学生对工程力学工作和精力的误解方面的有效性。

结果

与传统的教科书教学相比,增强的动手实验在纠正学生对工作和能量的误解方面明显更有效。由于加强了动手实验,学生参与者实现了 55.8% 的小组平均标准化学习增益,学生误解实例的总体减少率为 47.9%。

结论

增强的动手实验可以作为一种有效的补充工具,帮助纠正学生对工程力学中工作和能量的误解。

更新日期:2021-07-30
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