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Effectiveness of a Constructivist-Based Learning Approach in Improving Conceptual Understanding of the Causes of Seasons

Effectiveness of a Constructivist-Based Learning Approach in Improving Conceptual Understanding of the Causes of Seasons on Earth. Master’s Thesis Defense Candidate : Jacob Gontesky Advisors : Rebecca Krystyniak Anthony Hansen Patricia Simpson Jean Hoff July 20 th , 2006. Overview.

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Effectiveness of a Constructivist-Based Learning Approach in Improving Conceptual Understanding of the Causes of Seasons

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  1. Effectiveness of a Constructivist-Based Learning Approach in Improving Conceptual Understanding of the Causes of Seasons on Earth Master’s Thesis Defense Candidate: Jacob Gontesky Advisors: Rebecca Krystyniak Anthony Hansen Patricia Simpson Jean Hoff July 20th, 2006

  2. Overview • Introduction • Review of the Literature • Methods and Procedures • Results • Conclusions, Inferences, and Recommendations Gontesky - Thesis Defense

  3. I. Introduction Problem Statement: • Misconceptions exist, are persistent, and are significant barriers to obtaining complete scientific literacy • Purpose: • Investigate the effect of a particular teaching strategy on changing students’ conceptual understanding. Gontesky - Thesis Defense

  4. Research Questions • What is the initial level of conceptual understanding? • What is the frequency and nature of misconceptions? • How persistent are such misconceptions over time? • What degree of long-term conceptual change results from the lesson? Gontesky - Thesis Defense

  5. Limitations of the Study • No control group • Time constraints • Population • Restricted to Seasons concepts Gontesky - Thesis Defense

  6. II. Literature Review • Behaviorism vs. Constructivism • Ormrod, 2003 • Alverman & Phelps, 2002 • How does this look in Science? • Science as inquiry • Less Lecture, more hands-on; Labs • Increasing in standards Gontesky - Thesis Defense

  7. Identification & Assessment of Misconceptions • Survey Techniques: • Quantitative, large populations, limited in depth (Gould, Willard, & Pompea, 2000; Trundle, Atwood & Christopher, 2002) • Interview Techniques: • Qualitative, smaller populations, greater depth (Atwood & Atwood, 1996) • Pre- and Post-Test Techniques • Explore conceptual change over time (Nussbaum & Novak, 1976; Trundle et al., 2002) Gontesky - Thesis Defense

  8. Considerations • Isolating concepts is difficult • Mixed-method research technique: • Harness strengths of each • Drawbacks of each are minimized (Novak & Nussbaum, 1976) Gontesky - Thesis Defense

  9. III. Methods and Procedures • General Study Design: • Population: Introductory Atmospheric Science Course, Fall 2004 • Frequency, nature, and persistence of misconceptions • Mixed Method Data Collection: • Surveys • Interviews with models Gontesky - Thesis Defense

  10. Models Gontesky - Thesis Defense

  11. Data Collection Timeline Gontesky - Thesis Defense

  12. IV. Results • Seasons Lesson Treatment • Surveys • Conceptual change • Interviews • Coding • Qualitative results Gontesky - Thesis Defense

  13. Seasons Lesson Treatment • “Seasons” (Riverside Scientific, Inc) • One-dimensional (latitude) energy balance model • Manipulated variables: • Tilt of Earth’s axis • Shape of Earth’s orbit around the sun • Surface temperature displayed • Followed by in-class discussion/demo Gontesky - Thesis Defense

  14. RSI “Seasons” Gontesky - Thesis Defense

  15. Survey Results:Paired Samples t-testOverall Conceptual Change Gontesky - Thesis Defense

  16. Interview Scoring • Scoring rubric purpose • Development • Three factors • Each interview scored • Rubric analyzed, & revised • 3rd & final rubric developed • Score 0: No conceptual understanding • Score 6: Full conceptual understanding Gontesky - Thesis Defense

  17. Interview Results • RQ #1: Initial Level of Understanding • RQ #2: Frequency of Alternative Conceptions Pretest Interview Results (First Round) Gontesky - Thesis Defense

  18. Interview Results • RQ #3: How persistent are alternative conceptions immediately following the lesson? Post Test Interview Results (2nd Round) Gontesky - Thesis Defense

  19. t-Test: Interview Rounds 1 & 2n=5, df=4 • RQ #3: How persistent are alternative conceptions immediately following the lesson? Gontesky - Thesis Defense

  20. Individual Interview Results • Examined for evidence of long-term conceptual change (RQ#4) • Qualitative approach • Individual change rather than change in means Gontesky - Thesis Defense

  21. Overall Interview Scores over Time Gontesky - Thesis Defense

  22. V. Conclusions, Inferences, & Recommendations • Conclusions • Pre-instruction • Surveys • Interviews • Discussion • Comprehensive overview • Data collection techniques • Educational Implications • Recommendations for Further Research Gontesky - Thesis Defense

  23. Conclusions: Pre-instruction • Majority of students enter with alternative conceptions • Interviews: 62.5%, Survey: 70% (Ashcraft & Courson, 2003) • Students are not tabula rasa (Minstrell, 1993, Trowbridge et al., 2000) • Triangulation = comprehensive conclusions Gontesky - Thesis Defense

  24. Survey Contributions: Overall Scores • Immediate conceptual change • Mean scores remained elevated • Conclusion: • Conceptual change was lasting Trowbridge, et al (2000) Gontesky - Thesis Defense

  25. Survey Contributions:Scientific Conceptions • Lasting conceptual change • Lesson treatment: • Explicit Manipulation • Earth’s Axis Tilt • Sunlight Intensity • Both also demonstrated in class • Conclusion: • Value of explicit variable manipulation Gontesky - Thesis Defense

  26. Survey Contributions:Alternative Conceptions • Little change over time • No explicit manipulation of alternative conceptions • Conclusion: • Lack of attention by lesson (Ormrod, 2003; Sewell, 2002) Gontesky - Thesis Defense

  27. Interview Contributions • Conceptual change: • Short-lived increase in overall score • Short-lived drop in alternative conceptions • Interview Conclusion: • Conceptual change was not lasting • At odds with survey data Why? Gontesky - Thesis Defense

  28. Comprehensive Conclusions Existing Research Comprehensive Conclusions Surveys Interviews Gontesky - Thesis Defense

  29. Comprehensive Overview of Conceptual Change • Full support: • Alternative conceptions exist • Constructivist-based lesson approach is effective in short-term • Discrepancies: • Surveys support lasting change • Interviews conclude change was not long term Gontesky - Thesis Defense

  30. Surveys vs. Interviews • Surveys: • “Entry Level” • Analyze 1st stages of conceptual change • Interviews: • Deeper Understanding • Analyze comprehensive conceptual change: synthesis and application Gontesky - Thesis Defense

  31. Surveys vs. Interviews Assessment Tool Short-lived Conceptual Change Complexity of Thought Interviews Lasting Conceptual Change Surveys Round 1 Round 2 Round 3 Gontesky - Thesis Defense

  32. Educational Implications • Support for continued development and use of constructivism • Constructivist approaches should be expanded in applications & frequency • Alternative conceptions should be explicitly addressed Gontesky - Thesis Defense

  33. Recommendations for Further Research • Incorporate a control • Observe subject use of software • Strengths and weaknesses • “Think aloud” interview • Assess between lesson parts • Demographic details Gontesky - Thesis Defense

  34. Any Questions? Gontesky - Thesis Defense

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