Using structured examples and prompting reflective questions to correct misconceptions about thermodynamic concepts

Journal article

Authors/Editors

Akinyemi, Felicia

Research Areas

ENGINEERING AND TECHNOLOGY (Frascati classification)

Publication Details

Subtitle: Using structured examples and prompting reflective questions to correct misconceptions about thermodynamic concepts

Author list: Akinyemi, Felicia

Publisher: Taylor & Francis: STM, Behavioural Science and Public Health Titles

Publication year: 2014

Journal: European Journal of Engineering Education (0304-3797)

Volume number: 39

Issue number: 2

Start page: 157

End page: 187

Number of pages: 31

ISSN: 0304-3797

eISSN: 1469-5898

URL: https://www.tandfonline.com/doi/abs/10.1080/03043797.2013.833177

Languages: English-United States (EN-US)

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Abstract

This paper explores the effectiveness of using 'structured examples in concert with prompting reflective questions' to address misconceptions held by mechanical engineering students about thermodynamic principles by employing pre-test and post-test design, a structured questionnaire, lecture room observation, and participants' interviews. Students' misconceptions were identified through pre-tests that evaluated students' understanding of the chosen concepts, while conceptual change was assessed in pre-test-post-test design that revealed students' ability to apply the concepts and transfer skills from a worked example to satisfactorily undertake a fairly complex similar problem. The use of worked examples in concert with prompting reflective questions is effective for inducing correct conceptual change and effective problem-solving skills. However, it is recommended that engineering tutors should incorporate inquiry-based learning approach and computer simulations alongside the use of worked examples with prompting reflective questions in order to enhance students' conceptual understanding of thermodynamic concepts.

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