A pre-post topic assessment tool for uncovering misconceptions and assessing their repair and conceptual change

Jacquelyn Kelly, Stephen Krause, Dale Baker

Research output: Chapter in Book/Report/Conference proceedingConference contribution

7 Scopus citations

Abstract

Misconceptions act as barriers to conceptual change, but uncovering and repairing them requires considerable effort. Thus, the research question is, "How effective is a simple pre-post topic assessment tool in uncovering misconceptions and assessing their repair and student conceptual change?" A multimodal pre-and-post topic assessment tool was created to identify misconceptions and assess their repair and student conceptual change. Pre-post assessments were created for six course topics for an introductory materials class. Assessments were composed of four to six describe-and-sketch questions given before and after a topic. Data showed incoming students are familiar with written descriptions (possibly memorized) of covalent, ionic, and metallic bonding, but not van der Waals bonding. Conceptual understanding was much less when models were sketched, indicating conceptual knowledge that was shallower than written descriptions indicated. Gains were always less for sketched than written models, indicative of greater difficulty of conceptual change and building detailed bonding mental models. Visuals, misconceptions, conceptual change and learning are presented in full detail in the paper body.

Original languageEnglish (US)
Title of host publication40th Annual Frontiers in Education Conference
Subtitle of host publicationCelebrating Forty Years of Innovation, FIE 2010 - Conference Program
PagesT1G1-T1G6
DOIs
StatePublished - Dec 1 2010
Event40th Annual Frontiers in Education Conference: Celebrating Forty Years of Innovation, FIE 2010 - Arlington, VA, United States
Duration: Oct 27 2010Oct 30 2010

Publication series

NameProceedings - Frontiers in Education Conference, FIE
ISSN (Print)1539-4565

Other

Other40th Annual Frontiers in Education Conference: Celebrating Forty Years of Innovation, FIE 2010
CountryUnited States
CityArlington, VA
Period10/27/1010/30/10

Keywords

  • Assessment
  • Atomic bonding
  • Conceptual change
  • Misconceptions

ASJC Scopus subject areas

  • Software
  • Education
  • Computer Science Applications

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    Kelly, J., Krause, S., & Baker, D. (2010). A pre-post topic assessment tool for uncovering misconceptions and assessing their repair and conceptual change. In 40th Annual Frontiers in Education Conference: Celebrating Forty Years of Innovation, FIE 2010 - Conference Program (pp. T1G1-T1G6). [5673206] (Proceedings - Frontiers in Education Conference, FIE). https://doi.org/10.1109/FIE.2010.5673206