Discovering and fixing misconceptions using just-in-time exercises. SoTL project presentation.

Autor/inn/en	Kunold, Tim; Tantau, Till
Titel	Discovering and fixing misconceptions using just-in-time exercises. SoTL project presentation.
Quelle	Aus: Jansen-Schulz, Bettina (Hrsg.); Tantau, Till (Hrsg.): Excellent teaching. Principles, structures and requirements. Bielefeld: W. Bertelsmann Verl. (2018) S. 111-125Verfügbarkeit
Beigaben	Tabellen 4; Literaturangaben S. 124-125
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	978-3-7639-5991-4; 978-3-7639-5992-1
Schlagwörter	Übung; Universität; Lübeck; Schleswig-Holstein
Abstract	We introduce a new higher education instructional method, called Just-in-Time Exercise (JiTE) in analogy to Just-in-Time Teaching, but with a shifted focus, for examining misconceptions in a formative fashion. The objective of this method is to help students and teachers to uncover and subsequently correct or at least diminish misconceptions as early as possible, namely when they are about to or have just formed in student minds. During two rounds of applying the method to a mandatory course on mathematical logic with about 100 students in each round, we have found that the method allowed us to uncover various expected and also - more importantly - unexpected student misconceptions about basic mathematical concepts. The method reacts to detected misconceptions by addressing them immediately in classroom exercises. However, it has also implication for the long-term: The high correlation coefficient between the findings during the two rounds indicates that the method allows us to identify consistently arising misconceptions - which can then be addressed preemptively by the lecturer during the next instalment of the course. CONTENTS: 1 Introduction (112). - 2 Theoretical Background: Misconceptions and Concept Inventories (113). - 3 From Discovering Misconceptions to Fixing Misconceptions (114). - 3.1 A New Didactic Method: Just-in-Time Exercises (JiTE) (114). - 3.2 Discovering Misconceptions Prior to Classroom Exercises (115). - 3.3 Addressing Misconceptions During Classroom Exercises (116). - 4 Case Study: Experiences with JiTE in an Introductory Course to Mathematical Logic (117). (zhb/text adopted).
Erfasst von	Zentrum für HochschulBildung - Technische Universität Dortmund
Update	2019/3