Abstract
This study extends ongoing work to identify difficult concepts in thermal and transport science and measure students’ understanding of those concepts via a concept inventory. Two research questions motivated this study: “What important concepts in electric circuits and engineering mechanics do students find difficult to learn?” and “How can we describe students’ mental models of the concepts identified in the previous question?” This study was designed with the hope that commonalities might be found among difficult concepts in chemical engineering, mechanical engineering, and electrical engineering.
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