Challenges in Using a Delphi Method to Formalize Conceptual Understanding in Functional Reasoning

2017 ◽  
Author(s):  
Michael J. Scott ◽  
Margaret G. Allen ◽  
Diksha Gaur
Keyword(s):  
Conceptual Understanding ◽  
Delphi Method ◽  
Expert Panel ◽  
Concept Inventory ◽  
Multiple Choice Questions ◽  
Main Work ◽  
Early Results ◽  
Concept Inventories ◽  
Functional Reasoning ◽  
Similar Stage

A project to develop a concept inventory for functional reasoning in engineering design using a Delphi method encountered some unanticipated difficulties at the outset. The anonymous elicitation of a list of candidate concepts from an expert panel was expected to be a straightforward first step in a process in which the main work would be the creation and validation of multiple choice questions to probe understanding of these concepts. Low response rates and inconsistent concept descriptions led to a reconsideration of the nature of the concept inventory project. The early results from the project are discussed and compared with a similar stage of a different concept inventory project in thermodynamics. Implications of this comparison for the field of functional reasoning and the development of concept inventories for relatively immature fields are discussed.

The Conceptual Basis for Statics and Development of a Statics Concept Inventory

2004 ◽  
Author(s):  
Paul S. Steif
Keyword(s):  
Conceptual Understanding ◽  
Student Understanding ◽  
Concept Inventory ◽  
Multiple Choice Questions ◽  
Testing Instrument ◽  
Quality Of Instruction ◽  
Psychometric Analyses ◽  
Key Concepts ◽  
Free Body

This paper describes efforts to establish the fundamental concepts that underlie the solving of problems in Statics, and to devise means of measuring student understanding of these concepts. These efforts are aimed at providing a principled means for improving the quality of instruction in Statics, at least with respect to promoting conceptual understanding. A set of four concept clusters is proposed, together with a set of skills for implementing these concepts. Typical errors committed by students are categorized and shown to be related to these concept clusters. A testing instrument is presented to measure student ability to use the key concepts of Statics individually, with negligible mathematical analysis. This Statics Concept Inventory includes 27 multiple choice questions, focusing on 4 general concepts: free body diagrams, interchange of forces, couples and moments, the forces acting at connections and between bodies, and the conditions of equilibrium. Incorrect answer choices reflect typical student errors. Psychometric analyses of two administrations of this test are reported, one at the start and one just after the end of a sophomore mechanical engineering Statics course.

scholarly journals Analisis Pemahaman Konsep Mahasiswa Pendidikan Fisika Universitas Sriwijaya pada Materi Gravitasi Newton dengan Menggunakan NGCI Dan CRI Termodifikasi

2019 ◽  
Vol 3 (1) ◽  
pp. 65
Author(s):  
Anita Yuza Rahayu ◽  
Syuhendri Syuhendri ◽  
Ida Sriyanti
Keyword(s):  
Conceptual Understanding ◽  
Physics Education ◽  
Gravitational Force ◽  
Basic Research ◽  
Concept Inventory ◽  
Newtonian Gravity ◽  
Response Index ◽  
Analysis Methods ◽  
Qualitative Technique ◽  
Descriptive Qualitative

This research aims to analyze about conceptual understanding and misconceptions on material Newtonian Gravity of students physics education Sriwijaya University. Data collected by using test NGCI (Newtonian Gravity Concept Inventory), CRI (Certainty of Response Index), and Interview to discribed types of conceptual understanding students�. Analysis methods data used Descriptive qualitative technique. Based on the analysis CRI, this research find 28,51 % student understand the concept, 4,68 % understand the concept but not sure , 27,9% misconception, and 25,62 % not understand the concept. The most misconception occurs in sub concept the relations of mass to the gravitational force that is 49,65 %. This research can be used for basic research increase student conceptual understanding

scholarly journals Reflections on core concepts for undergraduate physiology programs

2020 ◽  
Vol 44 (4) ◽  
pp. 626-631 ◽  
Author(s):  
Jenny L. McFarland ◽  
Joel A. Michael
Keyword(s):  
Conceptual Understanding ◽  
Interest Group ◽  
Undergraduate Education ◽  
Biology Education ◽  
Factual Knowledge ◽  
Conceptual Frameworks ◽  
The Core ◽  
Physiological Processes ◽  
Concept Inventories ◽  
Core Concepts

Undergraduate education should help students build a deep, conceptual understanding of their discipline, not merely compel them to acquire factual knowledge. The core concepts for physiology (described in 2011), conceptual frameworks, and conceptual assessments are available to focus undergraduate physiology education on helping students understand and apply principles that govern and describe physiological processes. We review the context in which physiology core concepts were identified by a community of physiology educators. We explain the structure of conceptual frameworks and concept inventories and their benefit. We describe how core concepts have been used in physiology courses and departments, as communicated in publications, through presentations at physiology and biology education meetings, and within the Physiology Majors Interest Group (P-MIG). Finally, we share our recommendations and hopes for the next decade.

Clinical Consensus Statement: Balloon Dilation of the Eustachian Tube

2019 ◽  
Vol 161 (1) ◽  
pp. 6-17 ◽  
Author(s):  
Debara L. Tucci ◽  
Edward D. McCoul ◽  
Richard M. Rosenfeld ◽  
David E. Tunkel ◽  
Pete S. Batra ◽  
...  
Keyword(s):  
Eustachian Tube ◽  
Delphi Method ◽  
Consensus Statement ◽  
Expert Panel ◽  
Balloon Dilation ◽  
Target Population ◽  
Functional Health ◽  
Modified Delphi ◽  
Tube Dysfunction ◽  
Definition Of

ObjectiveTo develop a clinical consensus statement on the use of balloon dilation of the eustachian tube (BDET).MethodsAn expert panel of otolaryngologists was assembled with nominated representatives of general otolaryngology and relevant subspecialty societies. The target population was adults 18 years or older who are candidates for BDET because of obstructive eustachian tube dysfunction (OETD) in 1 or both ears for 3 months or longer that significantly affects quality of life or functional health status. A modified Delphi method was used to distill expert opinion into clinical statements that met a standardized definition of consensus.ResultsAfter 3 iterative Delphi method surveys, 28 statements met the predefined criteria for consensus, while 28 statements did not. The clinical statements were grouped into 3 categories for the purposes of presentation and discussion: (1) patient criteria, (2) perioperative considerations, and (3) outcomes.ConclusionThis panel reached consensus on several statements that clarify diagnosis and perioperative management of OETD. Lack of consensus on other statements likely reflects knowledge gaps regarding the role of BDET in managing OETD. Expert panel consensus may provide helpful information for the otolaryngologist considering the use of BDET for the management of patients with OETD.

scholarly journals Clinical Consensus Statement: Ankyloglossia in Children

2020 ◽  
Vol 162 (5) ◽  
pp. 597-611 ◽  
Author(s):  
Anna H. Messner ◽  
Jonathan Walsh ◽  
Richard M. Rosenfeld ◽  
Seth R. Schwartz ◽  
Stacey L. Ishman ◽  
...  
Keyword(s):  
American Academy ◽  
Head And Neck ◽  
Delphi Method ◽  
Expert Panel ◽  
Target Population ◽  
Neck Surgery ◽  
Head And Neck Surgery ◽  
Older Children ◽  
Modified Delphi ◽  
Consensus Statements

Objective To identify and seek consensus on issues and controversies related to ankyloglossia and upper lip tie in children by using established methodology for American Academy of Otolaryngology–Head and Neck Surgery clinical consensus statements. Methods An expert panel of pediatric otolaryngologists was assembled with nominated representatives of otolaryngology organizations. The target population was children aged 0 to 18 years, including breastfeeding infants. A modified Delphi method was used to distill expert opinion into clinical statements that met a standardized definition of consensus, per established methodology published by the American Academy of Otolaryngology–Head and Neck Surgery. Results After 3 iterative Delphi method surveys of 89 total statements, 41 met the predefined criteria for consensus, 17 were near consensus, and 28 did not reach consensus. The clinical statements were grouped into several categories for the purposes of presentation and discussion: ankyloglossia (general), buccal tie, ankyloglossia and sleep apnea, ankyloglossia and breastfeeding, frenotomy indications and informed consent, frenotomy procedure, ankyloglossia in older children, and maxillary labial frenulum. Conclusion This expert panel reached consensus on several statements that clarify the diagnosis, management, and treatment of ankyloglossia in children 0 to 18 years of age. Lack of consensus on other statements likely reflects knowledge gaps and lack of evidence regarding the diagnosis, management, and treatment of ankyloglossia. Expert panel consensus may provide helpful information for otolaryngologists treating patients with ankyloglossia.

Exploration of Hands-On Discovery Pedagogy in Heat Transfer

2013 ◽  
Author(s):  
Thomas E. Diller ◽  
Chris Williams
Keyword(s):  
Heat Transfer ◽  
Heat Flux ◽  
Problem Solving ◽  
Conceptual Understanding ◽  
Heat Energy ◽  
Concept Inventory ◽  
Heat Flux Sensors ◽  
Hands On ◽  
Authentic Problems ◽  
Transfer Principles

Recent research in the development of the “Thermal and Transport Concept Inventory” test (TTCI) has shown that, despite completing several related courses, students have significant misconceptions of heat transfer principles such as the differences between heat, energy and temperature. This lack of conceptual understanding limits students’ problem-solving abilities (and thus their transition to expertise) and their ability to transfer knowledge to other courses and contexts. This research demonstrates how this problem can be addressed by integrating hands-on workshops into a traditional heat transfer lecture course. The workshops are designed to actively engage students in exploration and discovery using authentic problems. Using heat flux sensors allows students to physically observe abstract phenomena that cannot be easily observed.

scholarly journals Development and Validation of the Conceptual Assessment of Natural Selection (CANS)

2016 ◽  
Vol 15 (4) ◽  
pp. ar64 ◽  
Author(s):  
Steven T. Kalinowski ◽  
Mary J. Leonard ◽  
Mark L. Taper
Keyword(s):  
Natural Selection ◽  
Item Response ◽  
Expert Panel ◽  
Concept Inventory ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Student Responses ◽  
Force Concept Inventory ◽  
Development And Validation ◽  
Force Concept

We developed and validated the Conceptual Assessment of Natural Selection (CANS), a multiple-choice test designed to assess how well college students understand the central principles of natural selection. The expert panel that reviewed the CANS concluded its questions were relevant to natural selection and generally did a good job sampling the specific concepts they were intended to assess. Student interviews confirmed questions on the CANS provided accurate reflections of how students think about natural selection. And, finally, statistical analysis of student responses using item response theory showed that the CANS did a very good job of estimating how well students understood natural selection. The empirical reliability of the CANS was substantially higher than the Force Concept Inventory, a highly regarded test in physics that has a similar purpose.

scholarly journals An Analysis of the Students’ Perceptions of Physics in Science Foundation Studies at the National University of Laos

2010 ◽  
Vol 39 (1) ◽  
Author(s):  
Phimpho Luangrath ◽  
Thongloon Vilaythong
Keyword(s):  
Conceptual Understanding ◽  
Physics Education ◽  
Teaching And Learning ◽  
Concept Inventory ◽  
Laboratory Work ◽  
Physics Teaching ◽  
Force Concept Inventory ◽  
Interesting Part ◽  
National University ◽  
Force Concept

This paper presents the situation of physics teaching and learning at the Science Foundation Studies program at National University of Laos. The study has focused on the students’ understanding of concepts in mechanics, and the situation of the laboratory work activities. The research tools used in this study were the Force Concept Inventory test, interviews and questionnaires. The results show that in an international comparison the Lao students reveal a low level of conceptual understanding in mechanics. They also show no improvement in their conceptual understanding after teaching. The students have little experience of laboratory work. They had expectations that laboratory work would be an interesting part of Physics Foundation Studies Course. However, few of the students do get involved in the actual measurements and handling of equipment during the practical activities. So, many of them do not feel that they learn much physics through laboratory work. This corresponds to their teachers’ understandings as well. Some strategies for improving the above mentioned aspects of physics teaching based on physics education research will be suggested. Cet article présentera la situation des processus d’enseignement et d’apprentissage de la physique au sein des classes préparatoires scientifiques de l’Université Nationale du Laos. Le but de ces classes est que les étudiants comprennent les concepts de mécanique et la situation des activités de laboratoire. Afin de mener cette étude, nous avons utilisé le test Force Concept Inventory (Inventaire des Concepts de Force), mené des interviews et appliqué des questionnaires. Au niveau international, les résultats montrent que les étudiants laotiens ont un niveau bas de compréhension des concepts de mécanique. Ils montrent également que ces mêmes étudiants n’améliorent pas leur compréhension après avoir participé au cours. Les étudiants possèdent peu d’expérience en laboratoire. Ils s’attendaient à ce que le travail de laboratoire soit une partie intéressante des classes préparatoires. Cependant, peu d’étudiants s’impliquent vraiment dans les mesures et dans la manipulation de l’équipement pendant les sessions de pratique. La plupart d’entre eux pensent donc ne pas apprendre grand-chose en physique pendant les pratiques de laboratoire. Cette sensation est également partagée par les professeurs. Notre objectif est donc de proposer quelques stratégies d’enseignement, soutenues par les recherches effectuées dans le domaine de l’enseignement de la physique.

scholarly journals CONCEPTUAL UNDERSTANDING OF SOLUBILITY CONCEPTS AMONG FIRST-GRADE HIGH-SCHOOL STUDENTS

2017 ◽  
Vol 38 (1) ◽  
pp. 109 ◽  
Author(s):  
Marina Stojanovska
Keyword(s):  
High School ◽  
High School Students ◽  
Conceptual Understanding ◽  
Conceptual Knowledge ◽  
First Grade ◽  
Control Group ◽  
Multiple Choice Questions ◽  
School Students ◽  
Experimental Group ◽  
Insight Into

A study was conducted to inspect conceptual understanding of solubility concepts among first-grade students and to identify the potentially present misconceptions. A total of 122 high-school students (15–16 years old) were involved in the study and a solubility concept test was administered in order to get insight into their conceptual knowledge. Students were divided into two groups: control group and an experimental one. Only the experimental group was subjected to a conceptual change intervention program.Descriptive statistics and significance testing were used to analyse and summarize data. Independent-samples t-test was used to test the differences in the scores between the control group and the experimental one and between male and female students involved in the study. For multiple-choice questions, four areas of conceptual understanding have been set: satisfactory conceptual understanding, roughly adequate performance, inadequate performance and quite inadequate performance. Furthermore, the findings revealed six misconceptions present in students’ minds.

scholarly journals Adult-onset acne: An expert consensus

2021 ◽  
Vol 7 (2) ◽  
pp. 90-97
Author(s):  
Gaurav Deshmukh ◽  
Shrichand G Parasramani ◽  
Sushil Tahiliani ◽  
Dhiraj Dhoot ◽  
Hanmant Barkate
Keyword(s):  
Adjuvant Therapy ◽  
Delphi Method ◽  
Personal Experience ◽  
Expert Panel ◽  
Treatment Approach ◽  
Adult Onset ◽  
Holistic Treatment ◽  
Diagnosis And Management ◽  
First Choice ◽  
Practical Guidelines

Despite the increasing incidence of adult acne in recent times practical guidelines for management of these patients are lacking in India setup. Thus, to develop practical consensus-based recommendations on diagnosis and management of acne in adult patients an expert panel was finalized. The consensus was developed using Delphi method. Panel members were asked to complete two Delphi surveys one for diagnosis and another for management. Experts reached consensus on practical approach of diagnosis and management of patients with adult acne based on available evidence and their personal experience. Experts recommended that a holistic treatment approach consisting of standard therapy, adjuvant therapy and cosmetic use should be first choice treatment strategy in adult acne patients. Experts also commented that treatment choices should be individualized based on the specific characteristics of each patient and be tailored to suit this particular population.

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