Abstract:

This paper presents our experience in designing an instrument to improve threshold concepts for students from University Politècnica de Valencia enrolled to Materials Science subject. The objective of the tool is to evaluate the evolution in learning process during the course and whether there is a deficient transfer of knowledge impeding it. The focus group includes 130 engineering students enrolled in Design Engineering, in their second year of studies. For this purpose, 9 voluntary multiple-choice theory quizzes were designed for several sections of the course content and applied during the academic year 2023-2024. The theory quizzed were further supported by a similar quiz in mathematics concepts, applied in the first week of the course. The learning process was assessed by considering the quiz results and the obtained qualification at the multiple-choice tests from midterm exams. All voluntary quizzes and corresponding one in midterm exams were taken online on the institutional platform. The results obtained in this experience allowed to relate the student motivation, preparedness, and areas of weakness in the learning process by considering the response rates, the double attempt rates in midterm exams and average grades obtained as a function of the student group.

Keywords:

Threshold concept, Material Science, Engineering, Multiple Choice Test.