The Value of Click-on-Diagram Questions in Geoscience

点击图表问题在地球科学中的价值

• 批准号: 1835950
• 负责人: Nicole LaDue
• 金额: $ 30万
• 依托单位: Northern Illinois University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-10-01 至 2023-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1835950&HistoricalAwards=false
• 关键词: Value; Click; Diagram; Questions; Geoscience

The study of geology requires diagrams to represent the extreme spatial and temporal scales of most geologic structures and processes, yet diagrams can be the source of student misconceptions. Recent advancements in web-based technology have resulted in classroom tools that allow students to click directly on a diagram in response to an instructor's question. Instructors can then display a heat map of the diagram that shows the frequency of students' responses and use this feedback to guide instruction. The principle investigators of this proposal have pilot tested this technique and found that click-on-diagram questions reveal spatial misconceptions that are not documented in the geoscience education literature. The goals of this project are to: (1) Combine click-on-diagram questions with qualitative methods to validate the existence of novel spatial misconceptions; (2) Contrast the learning from multiple choice and open-ended click-on-diagram questions; and (3) Train instructors to develop click-on-diagram questions that can improve students' spatial understanding in geology.This project aims to improve STEM learning by building evidence about improved STEM instructional practices and by implementing and testing approaches to improve adoption of education research into teaching practice. The work will focus on geology courses, but improved understanding of student misconceptions about diagrams and charts is applicable to most, if not all STEM fields. A classroom study will test two learning mechanisms identified in the education research literature: spatial feedback and cued versus open retrieval. In addition to its education research activities, the project also aims to foster widespread use of evidence-based resources and pedagogies in undergraduate STEM classrooms. To this end, a faculty workshop will help instructors develop questions that assess documented geology misconceptions and that explore conceptual challenges that instructors have observed in their own classrooms. A workshop deliverable will be design recommendations for how to change existing classroom questions into effective click-on-diagram questions. The questions developed in this project will be hosted for open access on the STEM Education Resources Center Pedagogy in Action webpage.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

地质学的研究需要图表来表示大多数地质结构和过程的极端空间和时间尺度，但图表可能是学生误解的来源。基于网络的技术的最新进步已经产生了课堂工具，允许学生直接点击图表来回答教师的问题。然后，教师可以显示图表的热图，显示学生的反应频率，并使用此反馈来指导教学。这项建议的主要研究者已经对这项技术进行了初步测试，发现点击图表问题揭示了地球科学教育文献中没有记载的空间误解。本研究的目的是：（1）将联合收割机点击图问题与定性方法相结合，以验证新的空间错误概念的存在：（2）比较多项选择题和开放式点击图问题的学习效果;和（3）培训教师开发点击-图表问题，可以提高学生在地质学的空间理解。这个项目旨在通过建立有关改进STEM的证据来提高STEM学习教学实践，并通过实施和测试的方法，以提高采用教育研究到教学实践。这项工作将侧重于地质学课程，但提高对学生对图表和图表的误解的理解适用于大多数（如果不是所有）STEM领域。一个课堂研究将测试两个学习机制中确定的教育研究文献：空间反馈和线索与开放检索。除了教育研究活动外，该项目还旨在促进在本科STEM课堂中广泛使用循证资源和教学法。为此，教师研讨会将帮助教师开发问题，评估记录的地质误解，并探讨教师在自己的教室里观察到的概念挑战。研讨会的交付成果将是如何将现有的课堂问题转换为有效的点击图表问题的设计建议。该项目中开发的问题将在STEM教育资源中心行动中的教育学网页上开放获取。该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

Using an engagement lens to model active learning in the geosciences

使用订婚镜头模拟地球科学中的主动学习

• DOI: 10.1080/10899995.2021.1913715
• 发表时间: 2021
• 期刊: Journal of Geoscience Education
• 作者: LaDue, N. D.;McNeal, P. M.;Ryker, K.;St. John, K.;van der Hoeven Kraft, K. J.
• 通讯作者: van der Hoeven Kraft, K. J.

Assessing Water Literacy: Undergraduate Student Conceptions of Groundwater and Surface Water Flow

评估水素养：本科生对地下水和地表水流的概念

• DOI: 10.3390/w13050622
• 发表时间: 2021
• 期刊: Water
• 影响因子: 3.4
• 作者: LaDue, Nicole D.;Ackerman, Jessica R.;Blaum, Dylan;Shipley, Thomas F.
• 通讯作者: Shipley, Thomas F.