Document Type
Conference Proceeding
Publication Date
1-1-2020
Journal / Book Title
Computer Supported Collaborative Learning Conference CSCL
Abstract
This classroom study, involving 149 high school students, investigates structure, coherence and frequencies of misconceptions students have while learning diffusion via a simulation. The results show that misconceptions are not random ideas, but rather have underlying structures and can be systematically characterized by the PAIR-C framework, which aims to help students understand the nature of emergent processes embedded in their school curricula. The article concludes with a discussion of implications to foster deeper understanding of misconceptions from a systematic, structured perspective.
DOI
10.22318/icls2020.2321
MSU Digital Commons Citation
Su, Man; Cho, J. Yohan; Vanbibber, Brandon; Ha, Jesse; and Chi, Michelene, "Diagnosis of misconceptions with coherent underlying structure in learning diffusion" (2020). Department of Teaching and Learning Scholarship and Creative Works. 209.
https://digitalcommons.montclair.edu/teaching-learning-facpubs/209
Rights
© 2020 International Society of the Learning Sciences. This article is being shared under license by the publisher.
Published Citation
Su, M., Cho, J., Vanbibber, B., Ha, J., & Chi, M. (2020). Diagnosis of Misconceptions with Coherent Underlying Structure in Learning Diffusion. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2321-2324). Nashville, Tennessee: International Society of the Learning Sciences.