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dc.contributor.authorPejuan Alcobé, Arcadi
dc.contributor.authorBohigas Janoher, Xavier
dc.contributor.authorJaen Herbera, Javier
dc.contributor.authorPeriago Oliver, M. Cristina
dc.contributor.otherUniversitat Politècnica de Catalunya. Departament de Física i Enginyeria Nuclear
dc.date.accessioned2012-12-11T12:06:27Z
dc.date.available2012-12-11T12:06:27Z
dc.date.created2012
dc.date.issued2012
dc.identifier.citationPejuan, A. [et al.]. Misconceptions about sound among engineering students. "Journal of science education and technology", 2012, vol. 21, núm. 6, p. 669-685.
dc.identifier.issn1059-0145
dc.identifier.urihttp://hdl.handle.net/2117/17097
dc.description.abstractOur first objective was to detect misconceptions about the microscopic nature of sound among senior university students enrolled in different engineering programmes (from chemistry to telecommunications). We sought to determine how these misconceptions are expressed (qualitative aspect) and, only very secondarily, to gain a general idea of the extent to which they are held (quantitative aspect). Our second objective was to explore other misconceptions about wave aspects of sound. We have also considered the degree of consistency in the model of sound used by each student. Forty students answered a questionnaire including open-ended questions. Based on their free, spontaneous answers, the main results were as follows: a large majority of students answered most of the questions regarding the microscopic model of sound according to the scientifically accepted model; however, only a small number answered consistently. The main model misconception found was the notion that sound is propagated through the travelling of air particles, even in solids. Misconceptions and mental-model inconsistencies tended to depend on the engineering programme in which the student was enrolled. However, students in general were inconsistent also in applying their model of sound to individual sound properties. The main conclusion is that our students have not truly internalised the scientifically accepted model that they have allegedly learnt. This implies a need to design learning activities that take these findings into account in order to be truly efficient.
dc.format.extent17 p.
dc.language.isoeng
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 Spain
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/es/
dc.subjectÀrees temàtiques de la UPC::Física
dc.subject.lcshSound--Speed
dc.subject.lcshSound--Measurement
dc.titleMisconceptions about sound among engineering students
dc.typeArticle
dc.subject.lemacSo -- Control
dc.subject.lemacSo -- Mesurament
dc.contributor.groupUniversitat Politècnica de Catalunya. GIEF - Grup Innovació Educativa a la Física
dc.identifier.doi10.1007/s10956-011-9356-6
dc.rights.accessOpen Access
local.identifier.drac11128428
dc.description.versionPostprint (published version)
local.citation.authorPejuan, A.; Bohigas, X.; Jaen, J.; Periago, M.
local.citation.publicationNameJournal of science education and technology
local.citation.volume21
local.citation.number6
local.citation.startingPage669
local.citation.endingPage685


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Except where otherwise noted, content on this work is licensed under a Creative Commons license : Attribution-NonCommercial-NoDerivs 3.0 Spain