Please use this identifier to cite or link to this item:
|Title:||Diagnosis of Misconceptions with Coherent Underlying Structure in Learning Diffusion|
|Keywords:||Teaching and Teacher Learning|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Su, M., Cho, J., Vanbibber, B., Ha, J., & Chi, M. (2020). Diagnosis of Misconceptions with Coherent Underlying Structure in Learning Diffusion. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2321-2324). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||This classroom study, involving 149 high school students, investigates structure, coherence and frequencies of misconceptions students have while learning diffusion via a simulation. The results show that misconceptions are not random ideas, but rather have underlying structures and can be systematically characterized by the PAIR-C framework, which aims to help students understand the nature of emergent processes embedded in their school curricula. The article concludes with a discussion of implications to foster deeper understanding of misconceptions from a systematic, structured perspective.|
|Appears in Collections:||ICLS 2020|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.