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The goal of this chapter is to work out specific examples for key insights during the development of the Flight Physics Concept Inventory (FliP-CoIn) (→ 5.2), and to give insights into student rationales concerning aerodynamic drag (→ 5.3). Further, I like to discuss an indicator for student consistency (→ 5.4) on the test and some controversial statistical results (→ 5.5). Finally, I dare to give some recommendations for further research (→ 5.6). As a basis for all following discussions, I like to discuss the gender statistics first (→ 5.1).

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    2025年

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  • Florian Genz

摘要

The goal of this chapter is to work out specific examples for key insights during the development of the Flight Physics Concept Inventory (FliP-CoIn) (→ 5.2), and to give insights into student rationales concerning aerodynamic drag (→ 5.3). Further, I like to discuss an indicator for student consistency (→ 5.4) on the test and some controversial statistical results (→ 5.5). Finally, I dare to give some recommendations for further research (→ 5.6). As a basis for all following discussions, I like to discuss the gender statistics first (→ 5.1).