Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You and Your Team.

Learn More →

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 questions 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 present an opportunity to gather spatial conceptions with large groups of students, immediately, building the knowledge base about students’ misconceptions and providing feedback to guide instruction. 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

Loading next page...
 
/lp/springer_journal/click-on-diagram-questions-a-new-tool-to-study-conceptions-using-J8m6691pbe
Publisher
Springer Journals
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
DOI
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 questions 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 present an opportunity to gather spatial conceptions with large groups of students, immediately, building the knowledge base about students’ misconceptions and providing feedback to guide instruction.

Journal

Journal of Science Education and TechnologySpringer Journals

Published: Jun 6, 2018

References