Using intervention-oriented evaluation to diagnose and correct students' persistent climate change misconceptions: A Singapore case study

Pascua Liberty; Chang Chew-Hung

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Using intervention-oriented evaluation to diagnose and correct students' persistent climate change misconceptions: A Singapore case study

机译：使用干预导向的评估来诊断和纠正学生对气候变化的持续误解：新加坡案例研究

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The evaluation of classroom-based educational interventions is fraught with tensions, the most critical of which is choosing between focusing the inquiry on measuring the effects of treatment or in proximately utilizing the data to improve practice. This paper attempted to achieve both goals through the use of intervention-oriented evaluation of a professional development program intended to diagnose and correct students' misconceptions of climate change. Data was gathered, monitored and analyzed in three stages of a time-series design: the baseline, treatment and follow-up stages. The evaluation itself was the 'intervention' such that the data was allowed to 'contaminate' the treatment. This was achieved through giving the teacher unimpeded access to the collected information and to introduce midcourse corrections as she saw fit to her instruction. Results showed a significant development in students' conceptual understanding only after the teacher's decision to use direct and explicit refutation of misconceptions. Due to the accessibility of feedback, it was possible to locate specifically at which point in the process that the intervention was most effective. The efficacy of the intervention was then measured through comparing the scores across the three research stages. The inclusion of a comparison group to the design is recommended for future studies. (C) 2015 Elsevier Ltd. All rights reserved.

机译：对基于课堂的教育干预措施的评估充满紧张气氛，其中最关键的选择是在将调查重点放在衡量治疗效果上或直接利用数据来改善实践之间进行选择。本文试图通过对旨在诊断和纠正学生对气候变化的误解的专业发展计划进行以干预为导向的评估来实现这两个目标。在时间序列设计的三个阶段中收集，监视和分析数据：基线，治疗和后续阶段。评估本身就是“干预”，因此允许数据“污染”治疗。这是通过使教师不受阻碍地访问所收集的信息并在她认为适合自己的指导的情况下进行中途更正来实现的。结果表明，只有在教师决定直接和显式驳斥误解之后，学生的概念理解才有了显着发展。由于反馈的可访问性，有可能专门确定干预过程中最有效的时间。然后，通过比较三个研究阶段的得分来测量干预的有效性。建议在设计中包括一个比较组，以备将来研究之用。（C）2015 Elsevier Ltd.保留所有权利。

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来源
《Evaluation and program planning》 |2015年第10期|70-77|共8页
作者
Pascua Liberty; Chang Chew-Hung;
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Nanyang Technol Univ, Natl Inst Educ, Singapore 637616, Singapore;

Nanyang Technol Univ, Natl Inst Educ, Singapore 637616, Singapore;

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正文语种 eng
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Intervention-oriented evaluation; Time-series design; Classroom-based evaluation; Climate change; Misconceptions;

机译：干预评估;时间序列设计;基于课堂的评估;气候变化;误解;

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机译：新加坡学生对气候变化的误解
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机译：利用博弈来诊断和纠正学生解决方程式的误区。

Using intervention-oriented evaluation to diagnose and correct students' persistent climate change misconceptions: A Singapore case study

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