Incorporating Research Experiences into an Introductory Materials Science Course
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abstract
2015 TEMPUS Publications. This study investigated whether the inclusion of a student-centered research component in an introductory materials science course resulted in a larger knowledge gain relative to traditional pedagogies. The redesigned course was taught in five different sections, over three academic years, at one of the largest public university, namely Texas A&M. Gains in conceptual understanding were quantified by comparing pre-and post-course completion Materials Concept Inventory (MCI) scores. Pre-and post-Pittsburgh Engineering Attitudes Scale-Revised (PEAS-R) was used to measure the impact of redesign course on student attitudes towards engineering. Additionally, a post hoc survey was conducted to collect students' opinions on research experiences at the end of semester. Students in the redesigned class demonstrated higher knowledge gain on the MCI relative to traditional lectures, consistent with previous studies that examined the effect of inclass active learning pedagogies. The post hoc survey showed a positive response of the students' with regards to improvements in their critical thinking, quality of learning, oral, written, and communication skills.
