Student awareness of conceptual variations in a key nanoscience concept: Conceptual change in an engineering course

Eun Jung Park*, Swarat Su, Greg Light, Denise Drane

*Corresponding author for this work

Research output: Contribution to conferencePaperpeer-review

Abstract

Along with the rapid development in nanoscience/engineering, the need to educate students to become more proficient in the big ideas of this field has gained enormous attention from scientists and the general public. Consequently, two interventions designed to help students in an engineering design course become aware of conceptual variations of Size and Scale were developed. This study reports findings of a study that examined the impact of these interventions on students' conceptual development. Conceptual changes were assessed by analyzing students' pre and post responses on survey items and through interviews. The analysis reveals the positive influence of the interventions on students' awareness of the conceptual variations in understanding Size and Scale.

Original languageEnglish (US)
StatePublished - Dec 1 2009
Event2009 Research in Engineering Education Symposium, REES 2009 - Palm Cove, QLD, Australia
Duration: Jul 20 2009Jul 23 2009

Other

Other2009 Research in Engineering Education Symposium, REES 2009
CountryAustralia
CityPalm Cove, QLD
Period7/20/097/23/09

ASJC Scopus subject areas

  • Engineering (miscellaneous)
  • Education

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