reducing misconceptions through lecture tutorials and conceptests_mon_200_kortz
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Reducing Misconceptions through Lecture Tutorials and ConcepTests SlidesTRANSCRIPT
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Reducing Misconceptions through Lecture Tutorials and
ConcepTests
Karen M. Kortz, Ph.D., Community College of Rhode Island
Early Career Geoscience Faculty Workshop Monday, June 11, 2012
Teaching Strategies 2:20-3:10
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Why do we care about misconceptions?
“… in 15 years… it had never occurred to me that students believe that pebbles
grow.”
(Kusnick, 2002)
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Why do we care about misconceptions?
“The lava comes up through hotspots and it forms basalt when it cools…”
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Why do we care about misconceptions?
“The lava comes up through hotspots and it forms basalt when it cools…
Upon further questioning…
… Basalt is made from sediments. Sediments form in the core, are brought to the surface by hotspots, then mold together to form the rock basalt.”
KKortz & Murray (2009)
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What are misconceptions you’ve encountered with your
students?
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One-quarter of students show plate coming together at divergent boundaries
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Questionnaire responses from novices
19%
16%
14%
Clark et al. (2011)
The 3 most common locations students circled to indicate where rock melts to become magma that feeds volcanism.
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How Many Plates Are Present?
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How Many Plates Are Present?
Student Responses:
2 3 4 5 6
13% 51% 29% 2% 1%
KKortz et al., 2011
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Example Misconceptions about Rocks
KKortz and Murray 2009
• Igneous rocks are not the result of magma crystallizing
• Sedimentary rocks form at or directly beneath Earth’s surface
• Pieces purposely gather to form rocks
• Black rocks = igneous
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For More Info: Misconceptions
• How People Learn: Brain, Mind, Experience, and School, NRC, 2000
• Sept 2005 issue of the Journal of Geoscience Education (http://nagt.org/nagt/jge/issues.html)
• Clark S.K. et al. (2011) Alternative Conceptions of Plate Tectonics held by Non-Science Undergraduates. JGE, 59, p. 251–262.
• Kortz K.M. and D.P. Murray (2009) Barriers to college students learning how rocks form. JGE, 57, p. 300-315.
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Problem:
Students have misconceptions about basic geologic concepts, and
lecture doesn’t do a good job changing them.
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Solution:
Use research-informed, student-centered, interactive methods.
Such as…
Lecture Tutorials and ConcepTests
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Lecture Tutorials
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Lecture Tutorials
• Worksheet students complete in pairs after a short lecture
• Written to combat misconceptions and difficult topics
• Starts with basic questions and works towards more application-type questions
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Using Lecture Tutorials
• Professor lectures for a short time• Optional: Students are posed a conceptually
challenging question on the lecture material• The class breaks into teams of two/three and
work through the Lecture Tutorial worksheet• Professor “debriefs” the activity highlighting the
common problems• Optional: Students are posed a similar question
as before• Professor returns to lecture mode
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• Form groups of 2 or 3.
• Complete the Lecture Tutorial titled “Movement at Convergent Boundaries”.
• *Ask questions and pretend you are a student…
Lecture Tutorial Example
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Movement at Convergent Boundaries
On the map, which two letters will eventually meet?
a. A and B
b. B and C
c. A and C
d. none of them will eventually meet
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Lecture Tutorial Research Results
• After completing the Lecture Tutorial, student scores increased 18% on multiple choice questions (from 58% to 76%)
• After an extended lecture (in lieu of Lecture Tutorial) student scores increased 5% on multiple choice questions
KKortz, Smay, and Murray, 2008
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Lecture Tutorial Questionnaire Results
• 99% (n=209) of students agreed:
“The worksheets helped with my understanding of the subject”
KKortz, Smay, and Murray, 2008
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For More Info: Lecture Tutorials
• Kortz and Smay (2012) Lecture Tutorials for Introductory Geoscience, 2e. W.H. Freeman.
• Kortz, Murray, and Smay (2008) Increasing Learning in Introductory Geoscience Courses Using Lecture Tutorials. JGE, v. 56, 280-290.
• Lecture Tutorial module: http://serc.carleton.edu/introgeo/index.html
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ConcepTests
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ConcepTests
• Conceptual multiple-choice questions– Focus on a single concept – Have good multiple-choice
answers – Are clearly worded – Are of intermediate difficulty– Usually ask at the levels of comprehension,
application, or analysis– Are not terminology-intensive
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ConcepTests
• Ask a ConcepTest question
• Students think about it and vote– 30-70% should be correct
• Students pair up and discuss, if necessary
• Students vote again
• Can be used with personal response systems (“clickers”)
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ConcepTest Voting
• Show of hands
• Show of fingers
• Colored cards
• Personal response systems (“clickers”)
A B C D
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Clickers
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• i>clicker • TurningPoint
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Which diagram BEST shows the directions of plate motions?
A B
C D
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Which letter indicates a location where rock melts to become magma?
A BC
D
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For More Info: ConcepTests
• http://serc.carleton.edu/introgeo/interactive/conctest.html
• http://serc.carleton.edu/introgeo/conceptests/index.html
• McConnell et al. (2006) Using ConcepTests to Assess and Improve Student Conceptual Understanding in Intro Geoscience Courses. JGE, 54(1), p. 61-68.
• McConnell et al. (2003) Assessment and Active Learning Strategies for Introductory Geology Courses. JGE, 51(2), 205.
• http://derekbruff.com/site/classroom-response-systems
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