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Undergraduate Engineering Students' Understanding of Heat, Temperature, and Radiation
NERA Conference Proceedings 2009
  • Katharyn E.K. Nottis, Bucknell University
  • Michael Prince, Bucknell University
  • Margot Vigeant, Bucknell University
  • Sarah Nelson, Bucknell University
  • Kathryn Hartsock, Bucknell University
Document Type
Conference Proceeding
Publication Date
Difficulty understanding heat and temperature concepts has been recognized in engineering education. Confusion has been shown to persist after instruction. The purpose of this study was to determine whether undergraduate engineering students’ knowledge of four heat transfer concept areas significantly changed with instruction and whether this varied by major and GPA. Two hundred twenty-eight undergraduate engineering students from six institutions were assessed prior to and after instruction. Results showed significant improvement in most concept areas but mean scores were below mastery. Previously documented misconceptions persisted after instruction. Significant differences were found by major and GPA. Suggestions for future research provided.
Citation Information
Katharyn E.K. Nottis, Michael Prince, Margot Vigeant, Sarah Nelson, et al.. "Undergraduate Engineering Students' Understanding of Heat, Temperature, and Radiation" (2009)
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