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首页> 外文会议>40th ASEE/IEEE Frontiers in Education Conference >A pre-post topic assessment tool for uncovering misconceptions and assessing their repair and conceptual change
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A pre-post topic assessment tool for uncovering misconceptions and assessing their repair and conceptual change

机译：事前评估工具，用于发现误解并评估其误解和概念变化

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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.
机译：误解会成为概念变化的障碍，但是要发现和修复这些误解，需要付出巨大的努力。因此，研究的问题是：“一个简单的事前主题评估工具在发现误解并评估其修复和学生观念变化方面有多有效？”创建了一个多模式的前后主题评估工具，以识别误解并评估其修复和学生的观念变化。针对入门材料课的六个课程主题创建了事前评估。评估由主题前后给出的四到六个描述和速写问题组成。数据显示，即将入学的学生熟悉共价键，离子键和金属键的书面描述（可能是记住的），但不熟悉范德华键。在草绘模型时，对概念的理解要少得多，这表明概念知识比书面说明要浅。草绘的收益总是少于书面模型的收益，这表明概念改变和建立详细的联系心理模型的难度更大。视觉，误解，概念变化和学习都在论文正文中进行了详细介绍。

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