building models by coloring diagrams
DESCRIPTION
Building Models by Coloring Diagrams. ▲▼▲▼▲ ▼▲▼▲▼ ▲▼▲▼▲ ▼▲▼▲▼ ▲▼▲▼▲. Joel Rosenberg Museum of Science, Boston [email protected]. Color-coding. History. Evaluation. Problem. Theory. ▲▼▲▼▲ ▼▲▼▲▼ ▲▼▲▼▲ ▼▲▼▲▼ ▲▼▲▼▲. Problem Color-coding History Theory Evaluation. - PowerPoint PPT PresentationTRANSCRIPT
Building Models by Coloring Diagrams
Joel Rosenberg Museum of Science, Boston
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Problem History TheoryColor-coding Evaluation
Problem
Color-coding
History
Theory
Evaluation
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Problem History TheoryColor-coding Evaluation
Students don’t notice what is not obvious:* Ambient temperature* Atmospheric pressure* Electric potential
Problem History TheoryColor-coding Evaluation
Students don’t notice what is not obvious:* Ambient temperature* Atmospheric pressure* Electric potential
Students think causes are linear:* Cold is caused by “cold”* Vacuums “suck”* “Electricity” flows one-way, from battery to bulb
Problem History TheoryColor-coding Evaluation
Students don’t notice what is not obvious:* Ambient temperature* Atmospheric pressure* Electric potential
Students think causes are linear:* Cold is caused by “cold”* Vacuums “suck”* “Electricity” flows one-way, from battery to bulb
Students also:* don’t differentiate heat and temperature* think of pressure as acting in a direction* fail to understand much about electric circuits
Problem History TheoryColor-coding Evaluation
Y YELLOW Normal
Problem History TheoryColor-coding Evaluation
R RED High above normalO ORANGE Above normalY YELLOW Normal
Problem History TheoryColor-coding Evaluation
R RED High above normalO ORANGE Above normalY YELLOW NormalG GREEN Below normalB BLUE Low below normal
Problem History TheoryColor-coding Evaluation
R RED High above normalO ORANGE Above normalY YELLOW NormalG GREEN Below normalB BLUE Low below normal
Temperature
Problem History TheoryColor-coding Evaluation
R RED High above normalO ORANGE Above normalY YELLOW NormalG GREEN Below normalB BLUE Low below normal
Temperature Pressure
Problem History TheoryColor-coding Evaluation
+
R
B
Y
Y
CASTLE Curriculum
Problem History TheoryColor-coding Evaluation
+
R
B
CASTLE Curriculum
Problem History TheoryColor-coding Evaluation
+
R
B
CASTLE Curriculum
Lesh Translation Model
Problem History TheoryColor-coding Evaluation
“Concretize and externalize”
Lesh Translation Model
Problem History TheoryColor-coding Evaluation
+ ∆V = I * R
P = I * ∆V
‘Electric pressure’ difference drives charge flow
CASTLE:
% correct answers (p<.001)
Pre PostGain
Conventional (N=308) 32 36 4 CASTLE (N=333) 30 50 20
Confidence levels (p<.001) Pre Post
Gain
Conventional 56 63 7
CASTLE 53 74 21
Female confidencePre Post
Gain
Conventional 52 55 3CASTLE 45 70 25
Problem HistoryColor-coding EvaluationTheory
+
CASTLE:
Possible explanation:
Increased qualitative student discussion →Greater chance for females to use their verbal
communication skills
Problem HistoryColor-coding EvaluationTheory
+
CASTLE:
Possible explanation:
Increased qualitative student discussion →Greater chance for females to use their verbal
communication skills
Cited as a proven effective programby the Program Effectiveness Panel,
U.S. Department of Education
Problem HistoryColor-coding EvaluationTheory
+
Problem History TheoryColor-coding Evaluation
Karlsruhe Physics Curriculum
Problem History TheoryColor-coding Evaluation
Karlsruhe Physics Curriculum
Problem History TheoryColor-coding Evaluation
Karlsruhe Physics Curriculum
Problem History TheoryColor-coding Evaluation
Karlsruhe Physics Curriculum
Problem HistoryColor-coding EvaluationTheory
Karlsruhe Physics Course:
“Neither KPC students nor traditional students developed adequate physical concepts about elementary electric circuits.”
Problem HistoryColor-coding EvaluationTheory
Karlsruhe Physics Course:
“Neither KPC students nor traditional students developed adequate physical concepts about elementary electric circuits.”
Problem HistoryColor-coding EvaluationTheory
Karlsruhe Physics Course:
“Neither KPC students nor traditional students developed adequate physical concepts about elementary electric circuits.”
* Higher self-efficacy for KPC girls* KPC students better at explaining thermal systems
Problem History TheoryColor-coding Evaluation
Energy and Change
Problem History TheoryColor-coding Evaluation
“A difference drives change,
and the difference
disappears”
Energy and Change
Problem History TheoryColor-coding Evaluation
“You need a difference to
create a difference”
Energy and Change
“A difference drives change,
and the difference
disappears”
'spring' (mechanical,
gravitational,
electrostatic, etc)
relaxing
moving object
slowing down
particles becoming
more disordered,
e.g. spreading out
temperature
difference
decreasing
'chemical spring'
relaxing (exothermic
reaction)
(a) (b) (c) (d) (e)
Problem History TheoryColor-coding Evaluation
“You need a difference to
create a difference”
Energy and Change
“A difference drives change,
and the difference
disappears”
Problem HistoryColor-coding EvaluationTheory
Energy and Change:
Hot = high concentration of energy(for some students Hot = a LOT of energy)
“The main difficulty…was distinguishing between the intensive quantity of temperature and the extensive quantity of energy; these abstract pictures did not seem to help them in that respect.”
Problem History TheoryColor-coding Evaluation
Harvard Understanding of Consequences Project
Problem History TheoryColor-coding Evaluation
Harvard Understanding of Consequences Project
Problem History TheoryColor-coding Evaluation
Harvard Understanding of Consequences Project
Pressure
Problem History TheoryColor-coding Evaluation
Harvard Understanding of Consequences Project
Pressure Density
Problem HistoryColor-coding EvaluationTheory
Understandings of Consequence:
Causal puzzles clearly help students
“Students…may construct more complex models but with incorrect scientific reasoning.”
Problem HistoryColor-coding EvaluationTheory
Temperature Pressure
Voltage
Engineering the Future:
Problem HistoryColor-coding EvaluationTheory
Engineering the Future:
Confidence: Pre: 34.25% Post: 53.85%
