Click-On-Diagram Questions: a New Tool to Study Conceptions Using Classroom Response Systems

Click-On-Diagram Questions: a New Tool to Study Conceptions Using Classroom Response Systems Geoscience instructors depend upon photos, diagrams, and other visualizations to depict geologic structures and processes that occur over a wide range of temporal and spatial scales. This proof-of-concept study tests click-on-diagram (COD) questions, administered using a classroom response system (CRS), as a research tool for identifying spatial misconceptions. First, we propose a categorization of spatial conceptions associated with geoscience concepts. Second, we implemented the COD ques- tions in an undergraduate introductory geology course. Each question was implemented three times: pre-instruction, post- instruction, and at the end of the course to evaluate the stability of students’ conceptual understanding. We classified each instance as (1) a false belief that was easily remediated, (2) a flawed mental model that was not fully transformed, or (3) a robust misconception that persisted despite targeted instruction. Geographic Information System (GIS) software facilitated spatial analysis of students’ answers. The COD data confirmed known misconceptions about Earth’s structure, geologic time, and base level and revealed a novel robust misconception about hot spot formation. Questions with complex spatial attributes were less likely to change following instruction and more likely to be classified as a robust misconception. COD questions provided efficient access to students’ conceptual understanding. CRS-administered COD questions http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Science Education and Technology Springer Journals

Click-On-Diagram Questions: a New Tool to Study Conceptions Using Classroom Response Systems

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Publisher
Springer Netherlands
Copyright
Copyright © 2018 by Springer Science+Business Media, LLC, part of Springer Nature
Subject
Education; Science Education; Educational Technology
ISSN
1059-0145
eISSN
1573-1839
D.O.I.
10.1007/s10956-018-9738-0
Publisher site
See Article on Publisher Site

Abstract

Geoscience instructors depend upon photos, diagrams, and other visualizations to depict geologic structures and processes that occur over a wide range of temporal and spatial scales. This proof-of-concept study tests click-on-diagram (COD) questions, administered using a classroom response system (CRS), as a research tool for identifying spatial misconceptions. First, we propose a categorization of spatial conceptions associated with geoscience concepts. Second, we implemented the COD ques- tions in an undergraduate introductory geology course. Each question was implemented three times: pre-instruction, post- instruction, and at the end of the course to evaluate the stability of students’ conceptual understanding. We classified each instance as (1) a false belief that was easily remediated, (2) a flawed mental model that was not fully transformed, or (3) a robust misconception that persisted despite targeted instruction. Geographic Information System (GIS) software facilitated spatial analysis of students’ answers. The COD data confirmed known misconceptions about Earth’s structure, geologic time, and base level and revealed a novel robust misconception about hot spot formation. Questions with complex spatial attributes were less likely to change following instruction and more likely to be classified as a robust misconception. COD questions provided efficient access to students’ conceptual understanding. CRS-administered COD questions

Journal

Journal of Science Education and TechnologySpringer Journals

Published: Jun 6, 2018

References

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