The validation of a conceptual reasoning inventory for introductory thermodynamics
- Autores: Carla M. Firetto, Peggy N. Van Meter, Stephen R. Turns, Thomas A. Litzinger
- Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 32, no. 6, 2016 (Ejemplar dedicado a: Research in Engineering Education), págs. 1635-1652
- Idioma: inglés
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Resumen
Thermodynamics is a particularly challenging course for many engineering students early in their college education. Thus,it represents a significant opportunity for the use of concept inventories to assess students’ understanding of core ideas andprinciples in order to gauge their initial knowledge and aid their future learning. In this paper we forward an inventory toassess students’ understanding of foundational thermodynamics concepts and principles, such as state relations, heat,work, and conservation of energy, as well as their ability to reason conceptually using this knowledge. A 36-itemthermodynamics conceptual reasoning inventory (TCRI) was developed and evaluated. The inventory was reviewed byfour external experts and administered to 448 students. This study reports evidence to demonstrate that TCRI scores are areliable and valid indicator of students’ thermodynamics conceptual knowledge and reasoning ability. TCRI scores showhigh internal consistency, distinguish between cohorts expected to differ, and correlate with course assessments. The TCRIis recommended for students beginning their study of thermodynamics. Courseinstructors can use the TCRI as a formativeassessment. The TCRI can also serve as an assessment tool for researchers to evaluate the effects of instructionalinterventions.
