Abstract
The paper reports, analyses and reflects on the results of a multiple-choice diagnostic test to assess student understanding of basic electricity concepts (developed for U.S. high school and college students [1]) taken by nine cohorts of first year engineering students (n=1286) at the authors university, from 2014 to date. The diagnostic test was taken prior to instruction by all student cohorts, and post-instruction by some student cohorts. This paper updates a previous contribution by the author which described the application of the test to seven cohorts of junior engineering students (n=203) from 2008 to 2013. The manner in which this work has influenced instructional methods is outlined.
| Original language | English |
|---|---|
| Pages (from-to) | 2628-2634 |
| Number of pages | 7 |
| Journal | European Society for Engineering Education (SEFI) |
| DOIs | |
| Publication status | Published - 2023 |
Keywords
- student understanding
- basic electricity concepts
- diagnostic test
- engineering students
- instructional methods
- Electricity
- Concept tests