Deepening Conceptual Understanding in an Introductory Material Science Course Through Active learning Strategies

摘要

In this paper we report on a quasi-experimental study to explore the effect of instructional methodologies on student learning gains in a core materials science course at a large research university in the Northeast. The course in question, Structure of Materials, is an entry point into the undergraduate curriculum in materials science and engineering (MSE) taken by most prospective major students in the autumn of their second year of study. Being a gateway science course, it is important for students to develop a deep conceptual understanding of foundational topics before they embark on more advanced coursework. Structure of Materials is also taken by students from other departments, most notably from biomedical engineering, who can take it as an elective as part of a focused group of courses on biomaterials. These students are typically at a more advanced level of study (third or fourth year) than the MSE majors. The primary instructor has taught Structure of Materials at the undergraduate level for four years and a related course covering similar topics at the graduate level for ten years. Both courses cover the structure of materials (metals, ceramics, and polymers) over a range of length scales from atomic to microscopic, as well as experimental techniques used to investigate these structures, especially diffraction and microscopy.