Teaching and assessing in-depth understanding of fundamental concepts using concept sketches

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Teaching and assessing in-depth understanding of fundamental concepts using concept sketches

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Teaching and assessing in-depth understanding of fundamental concepts using concept sketches

  1. 1. Concept SketchesUsing Student- and Instructor-Generated Concept Sketches forLearning, Teaching, andAssessment in the GeosciencesStephen J. ReynoldsJulia K. JohnsonArizona State University
  2. 2. What Is a Concept Sketch?
  3. 3. Student-generatedConcept Sketch
  4. 4. Concept Sketches Are Consistentwith Cognitive ResearchWe have two processing systems, each withlimited working memoryWe use capacity to reconcile images & words
  5. 5. Research Support for Figure-Text Integration Two situations:students usingintegrated text andfigures retained moreand were better atapplying knowledge
  6. 6. Eye-Tracking Studies Student learning correlates with how often theyexamine associated figures (make it easy andmodel this approach) Concept sketches encourage this behavior
  7. 7. Using Concept Sketchesfor LearningInstructor-generated concept sketches onthe flyStudents observe, draw, and explain thegeologic system to one anotherStudents draw at start of topic to assess priorknowledge and identify misconceptionsStudents do concept sketches on field tripsStudents use for in-class presentationsSummary of readings/journal article
  8. 8. Using Concept Sketches ForAssessment: Use a What-to-Know List
  9. 9. Using Concept Sketches forAssessmentIn-class exams, based on What-to-Know ListPreprinted like a normal examPass out colored paper and project two questionson screen (no photocopying costs!)Student gets choice or not about which to doOnline class – submission of scanned copyHomeworkConcept sketch as final product for a classproject
  10. 10. Examples of Student Concept Sketches
  11. 11. Example of Poorly Done Concept Sketch
  12. 12. Example ofOnlineStudentConceptSketch
  13. 13. Example of Upper-division StudentConcept Sketch for Presentation
  14. 14. Discussion about Using ConceptSketchesTake 2 to 3 minutes to jot down somenotes about how you currently use ormight use concept sketchesEnter an idea, question, or concern intothe chat window or raise your electronichand for a verbal discussion
  15. 15. Role of Exam Type on Performance
  16. 16. Role of Exam Type on Learning
  17. 17. Some ReferencesJohnson, J.K., and Reynolds, S.J., 2005,Concept sketches – Using student- andinstructor-generated annotated sketches forlearning, teaching, and assessment ingeology courses: JGE, v. 53, p. 85-95.Reusser, L.J., Corbett, L.B., and Bierman,P.R., 2012, Incorporating concept sketchinginto teaching undergraduategeomorphology: JGE, v. 60, p. 3-9.

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