Mining Students Pre-instruction Beliefs for Improved Learning
Mining Students Pre-instruction Beliefs for Improved Learning
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挖掘学生教学前的信念以改善学习
DOI：
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
David E. Pritchard
中科院分区：
文献类型：
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作者：
Ángel Pérez;J. Stewart;Byron Drury;Rachel Henderson;Alexander J. Shvonski;David E. Pritchard
原则上，通过前测试评估学生知识和错误知识的详细状态，然后根据后测试分数优化教学，可以提高学习效果。作为这个方向的第一步，我们应用多维项目反应理论（MIRT）的17,000个教学前管理的力量概念量表（FCI），详细研究学生的初始知识。项目反应曲线（IRC）的检查表明，即使学生得分低于机会不是随机猜测，而是优先选择只有一个或两个干扰。二维IRT应用于整个150个可能的答案，而不是二分法应用于30个问题，揭示了两个技能方面的可比方差。在该空间内确定了对应于牛顿能力和倾向的圆周方向，以选择其IRC在中间牛顿能力处而不是在该维度的顶部或底部处具有最大值的响应。这些中间反应与已知的前牛顿思想相对应，特别是中世纪的动力概念。测量个别学生或班级的详细误解的能力将允许针对这些特定误解的教学干预的开发和应用，这些误解通常不会被传统教学改变。
In principle, learning can be increased by assessing the detailed state of student knowledge and mistaken knowledge with a pre-test and then optimizing instruction as measured by the post-test score. As a first step in this direction, we applied a Multidimensional Item Response Theory (MIRT) to 17,000 pre-instruction administrations of the Force Concept Inventory (FCI) to study students' initial knowledge in detail. Examination of Item Response Curves (IRCs) showed that even students scoring below chance are not randomly guessing, but instead preferentially select only one or two distractors. Two dimensional IRT applied to the entire set of 150 possible responses, rather than applied dichotomously to the thirty questions, revealed two skill dimensions of comparable variance. Perpendicular directions were identified within this space corresponding to Newtonian ability and propensity to select responses whose IRC's have a maximum at intermediate Newtonian ability rather than at the top of bottom of this dimension. These intermediate responses corresponded to known pre-Newtonian ideas, particularly the Medieval concept of impetus. The ability to measure the detailed misconceptions of individual students or classes will allow development and application of instructional interventions for such specific misunderstandings, which are typically unchanged by traditional instruction.