Post-Class: Diagnostic Tool Critique and Recommendations
- Due No Due Date
- Points 15
- Submitting a discussion post
According to Uce & Ceyhan (2019), constructivist approaches encourage students to interpret new situations based on prior knowledge. These approaches are useful because they force students to learn actively, research, and question.
For this assignment, you will create or identify a diagnostic tool that can be used to elicit and overcome misconceptions. In your response, you must:
- Share the tool and explain what it is
- Identify the topic(s) that it addresses
- Explain how you would use it in the classroom
- Acknowledge any limitations and how these should be addressed
You must submit your response in one of the following formats:
- Discussion post with supporting images, video, and/or hyperlinks
- Infographic
- Video
Evidence based constructivist strategies for eliciting and overcoming misconceptions (Uce & Ceyhan, 2019):
- Conceptual change approach
- Analogy
- Concept cartoon
- Active learning practices
- Computer-assisted learning method
- Using models in teaching
- Narratives and chemistry education
- Problem based learning approach
Food for thought
Kind, V. (2004). Beyond appearances: Students' misconceptions about basic chemical ideas. (2nd ed.). Retrieved from http://www.rsc.org/learn-chemistry/resource/res00002202/beyond-appearances?cmpid=CMP00007478
Kumasaki, M.; Shoji, T.; Wu, T.; Soontarapa, K.; Arai, M.; Mizutani, T.; Okada, K.; Shimizu, Y.; Sugano, Y. (2018). Presenting safety topics using a graphic novel, manga, to effectively teach chemical safety to students in Japan, Taiwan, and Thailand. Journal of Chemical Education, 95(4), 584-592. doi: 10.1021/acs.jchemed.7b00451
Taber, K.S. (2009). Challenging misconceptions in the chemistry classroom: Resources to support teachers. Educario Quirnica, 4, 13-20.
Uce, M. & Ceyhan, I. (2019). Misconceptions in chemistry education and practices to eliminate them: Literature analysis. Journal of Education and Training Studies, 7(3), 202-208. doi:10.11114/jets.v7i3.3990
Rubric
Find Rubric
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Tool and description
The tool (created or identified) is described. The tool is accessible through a file attachment, link, or other appropriate source. The description clearly explains what the tool is and draws attention to its constructivist approach.
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Explanation of topics addressed
Misconceptions, concepts, and other topics are connected back to the tool and how they will stimulate student research and questioning.
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Recommendations: Use and Limitations
Critique and recommendations clearly outline how the tool should be used and how to troubleshoot for anticipated problems. Critique clearly connects back to a constructivist approach and how this will help address the aforementioned topics.
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