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Misconception Alchemy

Ve. i. Misconception Alchemy. 42.0. Turning thought-lead into thought-gold Derek Muller. Current trends. Science and technology In society In education Criticism of education Search for the silver bullet – flipped class? Misconceptions abound Indicator Obstacle. Misconceptions.

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Misconception Alchemy

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  1. Ve i Misconception Alchemy 42.0 Turning thought-lead into thought-gold Derek Muller

  2. Current trends • Science and technology • In society • In education • Criticism of education • Search for the silver bullet – flipped class? • Misconceptions abound • Indicator • Obstacle

  3. Misconceptions • Please refer to www.veritasium.com • Please see http://www.youtube.com/watch?v=EwxbZcL7DZA for some misconception examples

  4. Have you seen any Veritasium videos? • None • 1 • A handful • All of them Ve i 42.0

  5. Outline • Multimedia studies • Misconceptions • Percolation theory of learning • Implications • A song?

  6. Where was I born? Sacramento, CA Traralgon, VIC Pretoria, SA Kelowna, BC

  7. Where was I born? Traralgon, VIC

  8. My PhD Research • How should you design multimedia presentations to promote conceptual learning in physics? • Direct application to multimedia design • Implications for teaching • Controlled, transparent, repeatable means of testing instructional strategies • Testing in real learning environments

  9. Hasn’t it been done? • Passé • “Quite frankly, with few exceptions, there is not a body of research on the design, use and value of multimedia systems” (Moore et al. 2004) • Why not? • Hype and excitement in place of research • Shifting perspectives on education • Asking the wrong questions • Rushed implementation in schools

  10. A simple experiment • Decide on learning objectives → set of test questions • Pre-test students online • Present video • Post-test with same questions • Ask them to rate confidence in answers • Interview them – do they think they learned?

  11. Learning outcomes • Newton’s First and Second Laws • Tests have been designed and validated to assess students’ conceptions in this area • Force Concept Inventory (FCI) • Force and Motion Conceptual Evaluation (FMCE) • 26-question multiple choice test

  12. Pre-test scores

  13. Confidence on the pre-test

  14. Exposition Please see: http://youtu.be/YF4PtjGiDcs

  15. Gain in confidence

  16. Gain in confidence

  17. Interviews • Having things like the car just sitting on the angle with arrows pointing in each of the directions and the size of the arrow changing showing how the force was affecting it made it a lot more visual and easier to understand. • I thought it was simple to understand • Yeah, definitely, very simple explanations. So it makes physics look really simple (which I know is not true!). And it was also very clear and concise to the point, doesn’t go around in circles, really.

  18. Interviews • I had something similar – I liked the simplicity of it. So the examples were something that you come across all the time and it was really easy to understand because you had the visuals and the different colours and stuff. And also the girl, she was very clear. She didn’t have too much inflection either way so she was very commanding, you wanted to listen to her.

  19. Key words

  20. By how much did scores improve? • Pre-test average = 5.5 for Fundamentals • Post-test = • 15-20 • 10-15 • 6-10 • 5.5

  21. What about test scores?

  22. What about test scores?

  23. What went wrong?

  24. Misconceptions • Preconceptions, Alternative Conceptions, Naïve Conceptions etc. • Direct vs. emergent • Theory vs. knowledge in pieces • Cueing

  25. The spool • To the right • To the left • It depends

  26. The spool To the right To the left It depends

  27. Perception and misconceptions Please see: http://www.youtube.com/watch?v=YJbKieEC49M

  28. Misconceptions

  29. Misconceptions cause misperception • Gravity is the same on the way down as it was on the way up except for there was the other force that was pushing the ball up so that force is steadily decreased until it’s reached its point of stoppage or whatever at the origin and then it comes down with the constant force of gravity

  30. Misperception limits attention • It wasn’t that hard to pay attention to, I think, because I already knew what she was talking about. So I was listening, but I wasn’t really paying utmost attention. • Newton’s first law I knew already, I guess it was a bit of revision from two years ago.

  31. Raise cognitive load • Learning is an effortful and mindful process and students should be encouraged to construct their own knowledge and skills through active processing, rather than being passive listeners (Vosniadouet al. 2001) • Can you make listeners active?

  32. Dialogue • Same correct physics concepts addressed • Same definitions, examples, graphs, diagrams, animations • Additional alternative conceptions raised by the ‘student’ and illustrated • Discussion to resolve inconsistencies

  33. Dialogue Please see: http://youtu.be/VvyTKqxYQGc

  34. Key Words

  35. Key Words

  36. Results

  37. Results

  38. Did they really change their ideas? • Why did you pick B [force from the cable = force of gravity]? I just want you to talk us through your thought processes. • So I had A and I thought it was right and then I went down [the list] and the rest were wrong except B, which I wasn’t sure about because I thought, hang on, didn’t they say it was equal on the book even though it’s moving – ‘cause the arrows were the same and it was still moving. And I was thinking ‘that doesn’t make sense,’ and then I had a look at it and I thought of F equals MA and I thought it’s not accelerating because it’s at a constant speed [points to question] and so if force equals mass times acceleration and acceleration equals zero then force equals zero – so they [the forces] must be equal because they’re opposite vectors – cancel each other out.

  39. Clues to differences in learning • I liked that the guy was just as confused as I was – to begin with. The fact that he was confused kind of helped the whole explanation process, in me [points to her head] to understand. • Saying all the common misconceptions, that was really helpful so you know what it is but you also know what it’s not. So you can know that if you end up with that, you’re like ‘no, can’t be that.’ So that helped a lot. • Did you have anything like that? • Yeah, the juggling ball one – the misconception is there’s a force and that it’s slowly decreasing until it reaches the top and then it disappears or whatever. That was the misconception I think.

  40. Mental effort during instruction • I liked that it was asking me questions, so I had to actually think about it rather than just telling me stuff, because then it had more relevance to me... Also, by then, asking those questions I didn't feel as stupid as I did beforehand.

  41. Mental effort during instruction

  42. Higher knowledge groups

  43. Higher knowledge groups

  44. Implications F = ma • = ma Push = (weight)(speed) Use these conceptions

  45. Implications • Flipped Classroom: Text and/or video should be misconception-based • Teach to the misconceptions • Drive the class towards them • Force students to assess their perception • Scaffolding – worked examples, completion problems, paired problems • Only remove scaffolding when students become proficient • Use existing conceptions

  46. Ve i ritasium 42.0 an element of truth

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