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A Chemistry Concept Inventory (CCI) has been created that provides linkages to misconceptions observed in chemistry and subsequent introductory materials engineering courses as revealed by a Materials Concept Inventory (MCI). The CCI topics included were bonding, intermolecular forces, electrochemistry, equilibrium, thermochemistry and acids and bases. Numerous students were interviewed in development of questions in order to ascertain that the questions and responses were interpreted as intended. Questioning students on topics of molecular shape gave helpful insight into how students solve problems. For example, a question might be written to test one aspect of the topic, but students might solve it differently. They might use different reasoning that would lead to a correct answer. The item is therefore testing something other than the intended topic. Interviews led to some unique findings in spatial understanding and misconceptions held by these students. Multiple rounds of testing were then used in ascertaining development of a valid Chemistry Concept Inventory.

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Understanding of the engineering design process was examined for mixed grade (9-12) high school introductory engineering classes. The classes consisted of videos on engineering, guest speakers, internet research on engineering careers, and hands-on design projects. Student interactions were analyzed with classroom observations, video recordings, and interviews and showed there was a significant effect of maturity on learning. Change in understanding of the design process was measured by an open-ended pre and post class test with a 40 point scale rubric. It evaluated solution generation and selection, design reports, teamwork, project management, and ethics. A pre-post t-test indicated a significant increase in understanding (p < .00). Students in grade 10 had the largest gain of 6.82 points, grade 12 the smallest with 1.14 points while grades 9 and 11 had moderate gains of 4.2 and 4.3 points, respectively. The limited gains were due, at least in part, to enrollment and student interaction issues in the mixed-grade, large enrollment classes. Recommendations for positive change are discussed.