Does confidence in a wrong answer imply a misconception?

Hull, Michael M.; Jansky, Alexandra; Hopf, Martin

doi:10.1103/physrevphyseducres.18.020108

Cited by 5 publications

(8 citation statements)

References 44 publications

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“…For example, when students are watching videos of everyday objects being measured by the GM counter, a video of a person being measured (without the infrared camera) should also be added. The remaining 4 most-problematic prompts were related to the idea that it is random when an individual nucleus decays, the focus of our prior work [7,[25][26][27][28].…”

Section: Resultsmentioning

confidence: 99%

Simulated Groupwork in an Asynchronous Course Learning about Radioactivity

Hull,

Jeidler,

Holzinger

2023

2023 Physics Education Research Conference Proceedings

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Despite its various benefits, one disadvantage that learners in asynchronous physics courses face is the lack of moment-by-moment responsive teaching that generally facilitates learning. Previous research has documented the use of simulated Peer Instruction in an asynchronous environment by presenting students on an individual basis with alternative responses authored by the instructor or collected from previous students. Inspired by this work, we created and implemented an asynchronous learning module utilizing simulated groupwork. In this module, individual students listen to recorded discussions between artificial group members who frequently pause to ask the student for input. The student then types a response before the module proceeds to the next prompt. Through a survey administered pre and post-instruction, we compare student learning with learning gains from in-person instruction on the same topic. Furthermore, using alluvial diagrams, we identify trends in pretest/post-test improvement and responses to particular module prompts to gain insight into how to improve the curricular materials. Although this is only a pilot study (N = 21 from a class of 29 students in College Physics 2) with specific learning targets (1. that radioactive material is ubiquitous and 2. that irradiation generally does not cause something to become more radioactive than it already is), our findings support our hypothesis that simulated groupwork can be an effective means to promote student learning in asynchronous physics courses in general.

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Section: Resultsmentioning

confidence: 99%

Simulated Groupwork in an Asynchronous Course Learning about Radioactivity

Hull,

Jeidler,

Holzinger

2023

2023 Physics Education Research Conference Proceedings

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“…These prompts aim to investigate how students reason about the decay of an individual nucleus; for example, do students think that half of the nucleus will be "gone" after one half-life has elapsed? The creation of these prompts is motivated by an interview study, and the prompts themselves have been evaluated through survey validation interviews (Hull, Jansky, et al, 2022;Hull & Hopf, 2020). On CAGE, respondents are told that the half-life of I-131 is 8 days and they are asked what day they would go to watch a single I-131 atom decay and why (multiple select).…”

Section: Survey Design and Administrationmentioning

confidence: 99%

“…Many students have said both on the Stochastic World of Radioactive Decay Evaluation (SWORDE) and in interviews that, if you are looking at an individual atom, half of the atom will have decayed after one half-life. Findings have indicated, however, that this idea (of individual atoms decaying in a predictably continuous manner) is often not a robust and intact mental structure; rather, in other contexts, the same students correctly discuss decay as being instantaneous and unpredictable (Hull, Holzinger, et al, 2022;Hull, Jansky, et al, 2022). In this paper, we investigate a new context, that of a writing prompt about a real-world situation.…”

Section: Introductionmentioning

confidence: 97%

“…Research conducted by M.M.H. on student understanding of half-life (e.g., Hull, Holzinger, et al, 2022;Hull, Jansky, et al, 2022) has shown that it is difficult for learners to grapple with the idea that random behavior of individual atoms can give rise to predictable patterns in the collective. Many students have said both on the Stochastic World of Radioactive Decay Evaluation (SWORDE) and in interviews that, if you are looking at an individual atom, half of the atom will have decayed after one half-life.…”

Section: Introductionmentioning

confidence: 99%

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Half-life and Lifeworld: The Omission of School Knowledge in Writing about Radioactive Waste

Hull,

Budimaier,

Krebs

2024

Int J Phys & Chem Ed

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We report on a pilot study investigating student writing about radioactive waste before and after instruction on half-life. We found that none of the (N = 21) 12th-grade students mentioned half-life on the post-test writing task, despite the post-test being separated from the intervention by only a short amount of time. This is consistent with previous research conducted by Eijkelhof et al. which showed that, even after formal learning, students are unlikely to be influenced in terms of their views about topics in the lifeworld (such as where to store waste from nuclear power plants). Our study, though small, is pioneering in that we analyze both student writings and responses to survey questions in our assertion that the issue is neither student writing ability nor conceptual understanding. We hypothesize, rather, that students (at least on a sub-conscious level) do not think the topic of half-life is relevant to the writing task. This suggests that instruction aiming to improve student writing about science issues in the lifeworld should provide scaffolding to emphasize the usefulness of school knowledge in that writing.

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“…Physics is one of the subjects that must be mastered by students when entering high school (SMA). In learning physics, the practicum is an activity that is often carried out to achieve the learning objectives that have been formulated by the teacher [1,2,3]. By doing practicum, it is hoped that students' concepts of the material taught will be more meaningful and contextual [4,5].…”

Section: Introductionmentioning

confidence: 99%

Development of Predict-Observe-Write (POW) learning model to improve student’s understanding of concepts on the topic of fluids

Saputra,

Satriawan,

Hermanto

et al. 2024

J. Phys.: Conf. Ser.

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This study aimed to determine the effectiveness of the POW model in improving students’ conceptual understanding of the topic of fluids. The research sample consisted of 25 students from Universitas Negeri Surabaya. The results of the data analysis showed that the average score on the initial test was 11.24, and the average score on the final test was 25.00. Analysis using N-Gain obtained a value of 83.74 or on the high criteria. Many students need to understand that hydrostatic pressure only depends on the depth of the fluid. Hydrostatic pressure depends on the specific gravity of the fluid and the depth of the fluid. Data analysis used the t-test using the SPSS application at a significance level of 0.05 with the prerequisite tests for normality and homogeneity. Sig obtained the results of the problem-solving statistical test. = 0.000 and understanding of the Sig. = 0.000 with the criteria to accept Ho if Sig. > 0.05 and reject H0 if Sig. < 0.05. Sig. Value < 0.05 so that H1 is accepted and Ho is rejected with the conclusion that there is a significant increase in students’ understanding of concepts after applying the POW (Predict-Observe-Write) model assisted by virtual simulation. This is due to the virtual simulation-assisted POW model, which requires active students and facilitates students in learning and developing concepts.

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Does confidence in a wrong answer imply a misconception?

Cited by 5 publications

References 44 publications

Simulated Groupwork in an Asynchronous Course Learning about Radioactivity

Simulated Groupwork in an Asynchronous Course Learning about Radioactivity

Half-life and Lifeworld: The Omission of School Knowledge in Writing about Radioactive Waste

Development of Predict-Observe-Write (POW) learning model to improve student’s understanding of concepts on the topic of fluids

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