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3 Student Thinking and Related Assessment: Creating a Facet-Based Learning Environment
3 Student Thinking and Related Assessment: Creating a Facet-Based Learning Environment
Pages 44-73
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. Balanced forces can't apply to both an at-rest object and an object moving at a constant velocity.
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This chapter illustrates some aspects of students' thinking, suggests a "facets of thinking" approach to organizing students' thinking, and shows that the facets approach can be useful to teachers in diagnosing student difficulties and designing or choosing instruction to address those difficulties. If it can be useful to teachers to effect better learning, it makes sense to incorporate the perspective into classroom assessment and even largescale assessment in order to inform decisions at the program and policy levels.
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B Sam and Shirley exert equal forces on each other.
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I read their solutions and listened to their ideas with an eye and ear tuned to search for features that seemed to make sense to them in limited contexts. From the field of research on students' conceptions and reasoning, I began identifying and organizing student thinking associated with various problematic situations.
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Those ending with O or 1 in the units digit tend to be appropnate, acceptable understandings for introductory physics. The facets ending in 9, 8, or so tend to be the more problematic facets in that, if this is not dealt with during instruction, the student will likely have a great deal of trouble with this cluster and with ideas in related clusters.
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From page 49... ...
not differentiated from amount of distance or displacement. 229-2 avg.v = pf, i.e., the final position 229-21 avg.v = avg.p 229-3 avg.v = Ap INSTRUCTIONAL DESIGN BASED ON STUDENTS' THINKING Using Facets to Create a Facet-Based Learning Environment 49 This section demonstrates how having information from facet assessment can inform instructional decisions.
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A particular facet cluster is used to demonstrate the creation of such a facet assessment-based learning environment. Goals in our introductory physics course include understanding the nature of gravity and its effects and understanding the effects of ambient fluid (e.g., air or water)
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or that fluid pressures on the top and bottom of an object are equal (facet 315~. A few students suggest that while there are pressures from above and below there is a net upward pressure by the fluid.
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317 Fluid mediums exert an upward push only 317-1 Air pressure is a big up influence (only direction) 317-2 Liquid presses up only 317-3 Fluids exert bigger up forces on lighter objects 318 Surrounding fluid mediums exert a net downward push 318-1 Air pressure is a down influence (only direction)
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In this stage, students are encouraged to share their answers and associated rationales. Teachers attempt to maintain neutrality in leading the discussion, both to allow issues to be brought forth by students to maintain a focus on their thinking and to honor the potential validity of students' facets of knowledge and reasoning (van Zee and Minstrell, 1997~.
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" In addition to encouraging additional investigation of issues, the teacher can help students note the similarity between what happens to an object submerged in a container of water and what happens to an object submerged in the "ocean of air" around the earth. A final experiment for this subunit affords students the opportunity to try their new understanding and reasoning in another more specific context.
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From the student's choice, the system makes a preliminary facet diagnosis. For example, in Figure 3-5 the choices are facet coded as 315.1 (for A)
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56 STUDENT THINKING AND RELATED ASSESSMENT FIGURE 3-5 Phenomenological questions. FIGURE 3-6 Reasoning question.
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Students also are allowed to move back and forth between the question and the reasoning screens. This is done to encourage students to think about why they have answered the question the way they have, to encourage them to seek more general reasons for answering questions in specific contexts.
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Newer versions of DIAGNOSER-type assessment systems will be available on both sites as the assessments are ready. Application of Ideas and Further Facet Assessment of Knowledge A unit of instruction may consist of several benchmark experiences and many more elaboration experiences together with the associated DIAGNOSER sessions.
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The answers for each question associated with diagnosis or assessment were coded using the facets from the cluster for "Separating medium effects from gravitational effects" (see Figure 3-4, 310 cluster of facets)
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60 STUDENT THINKING AND RELATED ASSESSMENT FIGURE 3-9 Examples of other relevant DIAGNOSER questions.
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JIM MINSTRELL 6 FIGURE 3-9 Examples of other relevant DIAGNOSER questions.
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62 STUDENT THINKING AND RELATED ASSESSMENT FIGURE 3-9 Examples of other relevant DIAGNOSER questions.
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JIM MINSTRELL 63 FIGURE 3-9 Examples of other relevant DIAGNOSER questions.
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Much of this movement away from the problematic "pressure down" facets did not make it all the way to the most productive facet. Much student thinking moved to intermediate facets that involve thinking that there are no pushes by the surrounding fluid of air (facet 314)
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Also from Tables 3-2 and 3-3 it can be seen that individual students do not always answer in consistent fashion. Across items and across time individual students exhibit various facets of thinking.
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Apparently about half of our students came to physics instruction believing that air and perhaps even water pressure effects are mainly in the downward direction. By the end of the year, through early specific instruction and later revisiting, this belief was greatly reduced, and over half of the students were able to demonstrate good productive understanding of buoyant effects.
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Suppose instead that the learning target standards are integrated with the problematic understandings in facet clusters. Multiple-choice foils, or the rubrics for coding open-response items, could be tuned to the facets.
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If we had characterizations of various understanding and reasoning for students nationally, we might be better able to identify reasonable targets for learning. For example, using the previously stated results, is it reasonable to assume that all high school students can achieve the 310 level of understanding for the air contexts as well as the water contexts?
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053 Explanation involves identifying possible mechanisms involving a single concept causing the result. 055 Explanation involves identifying and stating a relevant concept.
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Building a base of facets and facet clusters involves setting particular learning goals and doing the research to describe students' thinking in intermediate positions on the way to those goals. The top-level facets need to be described at a level of specificity that includes all of the "pieces" of knowledge and processing necessary to operationally define the goal.
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We can create facet clusters and individual facets. Using facet assessment can help teachers identify needs for particular learning activities.
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I also want to thank the administrations of the school distncts, especially Mercer Island School Distnct, for their willingness to allow their teachers to think about facet assessment and the effects it can have on teaching and learning in the classroom. The research and development described in this paper were supported by grants to Mercer Island School Distnct and the University of Washington from the James S
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Pp. 110-128 in Research in Physics Learning: Theoretical Issues and Empirical Studies: Proceedings of an Inter national Workshop held in Kiel, Germany.
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