Turning thoughtlead into thoughtgold Derek Muller i 420 Current trends Science and technology In society In education Criticism of education Search for the silver bullet flipped class ID: 606632
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Misconception Alchemy
Turning thought-lead into thought-goldDerek Muller
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Current trendsScience and technologyIn societyIn educationCriticism of educationSearch for the silver bullet – flipped class?Misconceptions aboundIndicatorObstacleSlide3
MisconceptionsPlease refer to www.veritasium.com Please see http://www.youtube.com/watch?v=EwxbZcL7DZA for some misconception examplesSlide4
Have you seen any Veritasium videos?
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None
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A handful
All of themSlide5
OutlineMultimedia studiesMisconceptionsPercolation theory of learningImplicationsA song?Slide6
Where was I born?
Kelowna, BC
Sacramento, CA
Traralgon
, VIC
Pretoria, SASlide7
Where was I born?Traralgon, VICSlide8
My PhD ResearchHow should you design multimedia presentations to promote conceptual learning in physics?Direct application to multimedia designImplications for teachingControlled, transparent, repeatable means of testing instructional strategiesTesting in real learning environmentsSlide9
Hasn’t it been done?Passé “Quite frankly, with few exceptions, there is not a body of research on the design, use and value of multimedia systems
” (Moore et al. 2004)Why not?Hype and excitement in place of researchShifting perspectives on education
Asking the wrong questionsRushed implementation in schoolsSlide10
A simple experimentDecide on learning objectives → set of test questionsPre-test students online
Present video
Post-test with same questionsAsk them to rate confidence in answers
Interview them – do they think they learned?Slide11
Learning outcomesNewton’s First and Second LawsTests have been designed and validated to assess students’ conceptions in this area
Force Concept Inventory (FCI)Force and Motion Conceptual Evaluation (FMCE)26-question multiple choice testSlide12Slide13Slide14
Pre-test scoresSlide15
Confidence on the pre-testSlide16
ExpositionPlease see: http://youtu.be/YF4PtjGiDcs Slide17
Gain in confidenceSlide18
Gain in confidenceSlide19
InterviewsHaving things like the car just sitting on the angle with arrows pointing in each of the directions and the size of the arrow changing showing how the force was affecting it made it a lot more visual and easier to understand.I thought it was simple to understandYeah, definitely, very simple explanations. So it makes physics look really simple (which I know is not true!). And it was also very clear and concise to the point, doesn’t go around in circles, really.Slide20
InterviewsI had something similar – I liked the simplicity of it. So the examples were something that you come across all the time and it was really easy to understand because you had the visuals and the different colours and stuff. And also the girl, she was very clear. She didn’t have too much inflection either way so she was very commanding, you wanted to listen to her.Slide21
Key words
Key word/phrase
Frequency
Simple
7
Clear
7
Concise
4
Easy to understand
3
Confused
0
Hard to understand
0Slide22
By how much did scores improve?Pre-test average = 5.5 for FundamentalsPost-test =15-2010-156-10
5.5Slide23
What about test scores?Slide24
What about test scores?Slide25
What went wrong?Slide26
MisconceptionsPreconceptions, Alternative Conceptions, Naïve Conceptions etc.Direct vs. emergentTheory vs. knowledge in piecesCueingSlide27
To the rightTo the leftIt depends
The spoolSlide28
The spool
To the right
To the left
It dependsSlide29
Perception and misconceptionsPlease see: http://www.youtube.com/watch?v=YJbKieEC49MSlide30
MisconceptionsSlide31
Gravity is the same on the way down as it was on the way up except for there was the other force that was pushing the ball up so that force is steadily decreased until it’s reached its point of stoppage or whatever at the origin and then it comes down with the constant force of gravity
Misconceptions cause misperceptionSlide32
It wasn’t that hard to pay attention to, I think, because I already knew what she was talking about. So I was listening, but I wasn’t really paying utmost attention.Newton’s first law I knew already, I guess it was a bit of revision from two years ago.
Misperception limits attentionSlide33
Raise cognitive loadLearning is an effortful and mindful process and students should be encouraged to construct their own knowledge and skills through active processing, rather than being passive listeners (Vosniadou et al. 2001)Can you make listeners active?Slide34
DialogueSame correct physics concepts addressedSame definitions, examples, graphs, diagrams, animationsAdditional alternative conceptions raised by the ‘student’ and illustratedDiscussion to resolve inconsistenciesSlide35
DialoguePlease see: http://youtu.be/VvyTKqxYQGc Slide36
Key Words
Key word/phrase
Expositions
Dialogue
Simple
7
Clear
7
Concise
4
Easy to understand
3
Confused
0
Hard to understand
0Slide37
Key Words
Key word/phrase
Expositions
Dialogue
Simple
7
0
Clear
7
0
Concise
4
0
Easy to understand
3
0
Confused
0
5
Hard to understand
0
1Slide38
ResultsSlide39
ResultsSlide40
Did they really change their ideas?Why did you pick B [force from the cable = force of gravity]? I just want you to talk us through your thought processes.
So I had A and I thought it was right and then I went down [the list] and the rest were wrong except B, which I wasn’t sure about because I thought, hang on, didn’t they say it was equal on the book even though it’s moving – ‘cause the arrows were the same and it was still moving. And I was thinking ‘that doesn’t make sense,’ and then I had a look at it and I thought of F equals MA and I thought it’s not accelerating because it’s at a constant speed [points to question] and so if force equals mass times acceleration and acceleration equals zero then force equals zero – so they [the forces] must be equal because they’re opposite vectors – cancel each other out.Slide41
Clues to differences in learningI liked that the guy was just as confused as I was – to begin with. The fact that he was confused kind of helped the whole explanation process, in me [points to her head] to understand.Saying all the common misconceptions, that was really helpful so you know what it is but you also know what it’s not. So you can know that if you end up with that, you’re like ‘no, can’t be that.’ So that helped a lot.
Did you have anything like that?Yeah, the juggling ball one – the misconception is there’s a force and that it’s slowly decreasing until it reaches the top and then it disappears or whatever. That was the misconception I think.
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Mental effort during instructionI liked that it was asking me questions, so I had to actually think about it rather than just telling me stuff, because then it had more relevance to me... Also, by then, asking those questions I didn't feel as stupid as I did beforehand.Slide43
Mental effort during instructionSlide44
Higher knowledge groupsSlide45
Higher knowledge groupsSlide46
ImplicationsF = ma= maPush = (weight)(speed)
Use these conceptionsSlide47
ImplicationsFlipped Classroom: Text and/or video should be misconception-basedTeach to the misconceptionsDrive the class towards themForce students to assess their perception
Scaffolding – worked examples, completion problems, paired problemsOnly remove scaffolding when students become proficientUse existing conceptionsSlide48
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