Animated Ranking Tasks: Student Attitudes, Practices, & Learning Gains

Details Animated Ranking Tasks: Student Attitudes, Practices, & Learning Gains Animated Ranking Tasks: Student Attitudes, Practices, & Learning Gains

Jan 2012

adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2012aas...21925108l&link_type=abstract

American Astronomical Society, AAS Meeting #219, #251.08

Computer Science

Learning

Scientific paper

A ranking task typically provides the learner with a series of pictures or diagrams that describe several slightly different variations of a basic physical situation. The student is then asked to make a comparative judgment and order or rank the various situations based on some physical outcome or result. These novel and intellectually challenging tasks effectively probe student understanding at a deep conceptual level.
For several years we have been developing a library of computer-based ranking and sorting tasks for introductory astronomy. The students in this study completed a series of animated ranking tasks on lunar phases, were surveyed regarding their experiences, and completed a pre/post assessment based on Lunar Phase Concept Inventory questions. The tasks communicated with a database and all student interactions were recorded. This poster will detail student learning gains, practices, and attitudes from the study. Interesting correlations between variables will be identified.
All eduational tools described in this poster are publicly available at http://astro.unl.edu. This material is based upon work supported by the National Science Foundation under Grants Nos. 0737376 and 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

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