Click-On-Diagram Questions: a New Tool to Study Conceptions Using Classroom Response Systems

LaDue, Nicole; Shipley, Thomas F.

doi:10.1007/s10956-018-9738-0

Cited by 10 publications

(6 citation statements)

References 65 publications

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“…The total number of consenting student responses for each prompt is available in Appendix A. For greater detail on the methods for analyzing the coordinates of students' clicks to evaluate their conceptual understanding, refer to LaDue and Shipley [31].…”

Section: Discussionmentioning

confidence: 99%

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Assessing Water Literacy: Undergraduate Student Conceptions of Groundwater and Surface Water Flow

LaDue

Ackerman

Blaum

et al. 2021

Water

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Given the importance of fresh water, we investigated undergraduate students’ understanding of water flow and its consequences. We probed introductory geology students’ pre-instruction knowledge using a classroom management system at two large research-intensive universities. Open-ended clicker questions, where students click directly on diagrams using their smart device (e.g., cell phone, tablet) to respond, probed students’ predictions about: (1) groundwater movement and (2) velocity and erosion in a river channel. Approximately one-third of students correctly identified groundwater flow as having lateral and vertical components; however, the same number of students identified only vertical components to flow despite the diagram depicting enough topographic gradient for lateral flow. For rivers depicted as having a straight channel, students correctly identified zones of high velocity. However, for curved river channels, students incorrectly identified the inside of the bend as the location of greatest erosion and highest velocity. Systematic errors suggest that students have mental models of water flow that are not consistent with fluid dynamics. The use of students’ open-ended clicks to reveal common errors provided an efficient tool to identify conceptual challenges associated with the complex spatial and temporal processes that govern water movement in the Earth system.

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Section: Discussionmentioning

confidence: 99%

“…The use of smart technology (i.e., cell phones and tablets) allows CRS to move beyond traditional multiple-choice clicker questions. Now, students can respond by clicking on a diagram to efficiently reveal conceptions of spatial phenomena [31]. In the present study, students were prompted to identify a feature or make a prediction.…”

Section: Current Studymentioning

confidence: 97%

Assessing Water Literacy: Undergraduate Student Conceptions of Groundwater and Surface Water Flow

LaDue

Ackerman

Blaum

et al. 2021

Water

Self Cite

View full text Add to dashboard Cite

show abstract

“…An increasingly common way to encourage behavioral engagement during lecture-based instruction is by asking students to respond to concept tests (McConnell et al, 2006) or other short questions, with or without a classroom response system (CRS), such as clickers, Poll Everywhere, or Top Hat (LaDue & Shipley, 2018;Resnick et al, 2017b). This method of behavioral engagement can be enhanced when combined with activities that encourage engagement of the remaining dimensions.…”

Section: Behavioral Engagement In the Geosciencesmentioning

confidence: 99%

“…They also demonstrated a large effect (u ¼ .82) of instruction on students' changing conceptions about Earth's interior structure. Many previously investigated GER instructional strategies, such as practicing observation-prediction cycles (Kreager & LaDue, 2018;LaDue & Shipley, 2018;, using gestures (Atit et al, 2015;Ormand et al, 2017;Van Boening & Riggs, 2020) and using sketching (Johnson & Reynolds, 2005;Ormand et al, 2017;Reusser et al, 2012) could additionally be investigated for their ability to increase behavioral engagement.…”

Section: Behavioral Engagement In the Geosciencesmentioning

confidence: 99%

“…Additionally, there is need for studies, within and beyond GER, that compare active learning strategies. For example, what are the relative benefits of engaging students in sketching (Forbus et al, 2018) versus classroom response systems (e.g., clickers; LaDue & Shipley, 2018)? What are the impacts on persistence in the geosciences for interventions that build spatial skills (Gold et al, 2018) versus building self-regulation strategies (van der Hoeven Kraft et al, 2014)?…”

Section: Recommendationsmentioning

confidence: 99%

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