Comparing Misconceptions in Fluid Mechanics Using Interview Analysis Pre- and Post-Hands-on Learning Module Treatment

Abstract

Implementation of hands-on pedagogies in the sciences and engineering is usually assessed during and immediately after implementation while studies investigating the effect of treatments on long-term retention of concepts are scarce. This work aims to discover the long-term retention of fluid mechanics concepts using a treatment that employs desktop learning modules (DLMs) with cartridges for a venturi meter and for energy losses in a straight pipe and 180° bend. Interviews 4-6 months after students took the fluid mechanics course offer insight into metacognitive processes and conceptual retention from the course. Questions in the interviews are those developed as part of a previous study investigating persistence of conceptual difficulties for students who have already had a fluid mechanics course. When we compare the two sets of interviews we anticipate results will show greater metacognitive skills and retention in understanding of fluid mechanics concepts for students that had the DLM treatment.

An economical in-class sticker microfluidic activity develops student expertise in microscale physics and device manufacturing

“…To ease the comparison of data, we reported confidence weighted scores. Specifically, the score for each question (0-10) was multiplied by the student's confidence in their answer (1)(2)(3)(4)(5). Confidence weighting helps to quickly identify student mastery of a concept, which can be defined as both a correct answer and the recognition that the answer is correct.…”

“…Microfluidics embodies the convergence of knowledge from fields as broad as fluid dynamics, materials science, chemistry, and manufacturing. Those contributing fields are often conceptually challenging for students in their own right (e.g., fluid dynamics [1][2][3][4][5] and manufacturing 6,7 ). Perhaps unsurprisingly, their intersection in microfluidics amplifies learning challenges as students must synthesize concepts from multiple fields along with new behaviours that emerge from miniaturization.…”

“…While misconceptions specific to miniaturization science are still being established, [2][3][4] many of the areas of knowledge upon which it builds have established research on students' misconceptions. These include transport processes, 6,7 fluid dynamics 24 (p. 172), and manufacturing 25 (p. 172), which suggests that misconceptions in miniaturization science are likely a challenge as students may retain existing misconceptions and rely on those misconceptions to organizing new, miniaturization-related, knowledge improperly.…”

Facilitate Improved Student Learning through Bloom’s Taxonomy-Based Assignments in an Undergraduate Fluid Mechanics Course

“…Engineering educators have used various techniques like active learning, gamification and gamebased learning, hands-on in class experiments, and flipped (or inverted) classrooms to improve student learning outcomes [5][6][7][8][9][10][11][12][13][14][15][16][17][18]. Gamification in education makes learning more engaging and enjoyable by incorporating game-like interactive activities into the learning process.…”