Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6543
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dc.contributor.authorSu, Man
dc.contributor.authorCho, J.Yohan
dc.contributor.authorVanbibber, Brandon
dc.contributor.authorHa, Jesse
dc.contributor.authorChi, Michelene
dc.date.accessioned2020-07-08T23:53:49Z
dc.date.accessioned2020-07-09T04:30:21Z-
dc.date.available2020-07-08T23:53:49Z
dc.date.available2020-07-09T04:30:21Z-
dc.date.issued2020-06
dc.identifier.citationSu, 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.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2020.2321
dc.identifier.urihttps://repository.isls.org//handle/1/6543-
dc.description.abstractThis 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.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.subjectTeaching and Teacher Learningen_US
dc.titleDiagnosis of Misconceptions with Coherent Underlying Structure in Learning Diffusionen_US
dc.typeShort Paperen_US
Appears in Collections:ICLS 2020

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