Are we asking the right questions? Validating clicker question sequences by student interviews
Are we asking the right questions? Validating clicker question sequences by student interviews
复制标题
我们是否提出了正确的问题？
DOI：
--
复制
发表时间：
2009
期刊：
影响因子：
--
通讯作者：
Lei Bao
中科院分区：
文献类型：
--
作者：
Lin Ding;N. Reay;A. Lee;Lei Bao
在回答物理问题时，学生的观点往往与物理专家不同。有时这种差异并不意味着学生有误解，但可能表明问题需要修改。我们进行了学生访谈，以识别和解决源于学生和问题设计者不同观点的有效性问题。在对 35 名学生志愿者进行访谈后，我们选择了 14 名注重口头和细节的个人进行重复访谈。我们没有使用访谈来征求和确认学生的错误答案，而是将访谈作为“学生咨询”过程进行，揭示了物理专家遗漏的有效性问题。使用四阶段反应模型来检查学生的口头报告，并发现了与每个反应阶段相对应的有效性问题。
When answering physics questions, students often have different perspectives than do physics experts. Sometimes this difference does not mean students possess misconceptions, but might indicate that the questions need to be revised. We conducted student interviews to identify and resolve validity issues that stem from the different perspectives of students and question designers. After interviews with 35 student volunteers, we selected 14 verbal and detail-oriented individuals for repeated interviews. Instead of using interviews for soliciting and confirming students’ incorrect answers, we conducted interviews as a “student consultation” process that revealed validity issues missed by physics experts. A four-stage response model was used to examine student verbal reports, and validity issues corresponding to each of the response stages were uncovered.