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Previous research has found that engineering students have difficulty distinguishing among heat, energy, and temperature concepts. Factors affecting the rate and amount of heat transferred, distinctions between temperature and energy, differences between temperature and how hot/cold something feels, and the effects of surface properties on heat transfer by radiation have been recurrently problematic. Since graduates need to understand these concepts to work with a variety of process operations, there is a need for them to understand these concepts after instruction. This exploratory study sought to determine whether undergraduate engineering students’ knowledge of four crucial concept areas in heat transfer significantly changed after instruction and whether this differed by gender and engineering major. Results showed that while participants significantly improved from pre-test to post-test, there was a moderate effect and the mean score on the post-test was below what most have considered concept mastery. The mean post-test score for males was significantly higher than that of females, and females did not significantly improve from pre-test to post-test. A significant interaction between gender and major was also found. Implications of the findings and suggestions for future research are provided.

Undergraduate Engineering Students’ Understanding of Heat, Temperature, and Energy: An Examination by Gender and Major