1. Misconception Alchemy Turning thought-lead into thought-gold Derek Muller i 42.0

2. Current trends Science and technology – In society – In education Criticism of education Search for the silver bullet – flipped class? Misconceptions abound – Indicator – Obstacle

3. Misconceptions Please refer to www.veritasium.comwww.veritasium.com Please see http://www.youtube.com/watch?v=EwxbZcL7 DZA for some misconception examples http://www.youtube.com/watch?v=EwxbZcL7 DZA

4. Have you seen any Veritasium videos? i 42.0 A.None B.1 C.A handful D.All of them

5. Outline Multimedia studies Misconceptions Percolation theory of learning Implications A song?

6. Where was I born? Kelowna, BC Sacramento, CATraralgon, VIC Pretoria, SA

7. Where was I born? Traralgon, VIC

8. My PhD Research How should you design multimedia presentations to promote conceptual learning in physics? Direct application to multimedia design Implications for teaching Controlled, transparent, repeatable means of testing instructional strategies Testing in real learning environments

9. Hasn ’ t it been done? Passé “ Quite frankly, with few exceptions, there is not a body of research on the design, use and value of multimedia systems ” (Moore et al. 2004) Why not? – Hype and excitement in place of research – Shifting perspectives on education – Asking the wrong questions – Rushed implementation in schools

10. A simple experiment Decide on learning objectives → set of test questions 1.Pre-test students online 2.Present video 3.Post-test with same questions Ask them to rate confidence in answers Interview them – do they think they learned?

11. Learning outcomes Newton ’ s First and Second Laws Tests have been designed and validated to assess students ’ conceptions in this area – Force Concept Inventory (FCI) – Force and Motion Conceptual Evaluation (FMCE) 26-question multiple choice test

14. Pre-test scores

15. Confidence on the pre-test

16. Exposition Please see: http://youtu.be/YF4PtjGiDcshttp://youtu.be/YF4PtjGiDcs

17. Gain in confidence

19. Interviews Having things like the car just sitting on the angle with arrows pointing in each of the directions and the size of the arrow changing showing how the force was affecting it made it a lot more visual and easier to understand. I thought it was simple to understand –Yeah, definitely, very simple explanations. So it makes physics look really simple (which I know is not true!). And it was also very clear and concise to the point, doesn’t go around in circles, really.

20. Interviews I had something similar – I liked the simplicity of it. So the examples were something that you come across all the time and it was really easy to understand because you had the visuals and the different colours and stuff. And also the girl, she was very clear. She didn’t have too much inflection either way so she was very commanding, you wanted to listen to her.

21. Key words Key word/phraseFrequency Simple7 Clear7 Concise4 Easy to understand3 Confused0 Hard to understand0

22. By how much did scores improve? Pre-test average = 5.5 for Fundamentals Post-test = A.15-20 B.10-15 C.6-10 D.5.5

23. What about test scores?

25. WHAT WENT WRONG?

26. Misconceptions Preconceptions, Alternative Conceptions, Naïve Conceptions etc. Direct vs. emergent Theory vs. knowledge in pieces Cueing

27. A.To the right B.To the left C.It depends The spool

28. A.To the right B.To the left C.It depends

29. Perception and misconceptions Please see: http://www.youtube.com/watch?v=YJbKieEC49M

30. Misconceptions Misconceptions cause misperception Misperception limits attention Increase confidence in Misconceptions

31. Gravity is the same on the way down as it was on the way up except for there was the other force that was pushing the ball up so that force is steadily decreased until it’s reached its point of stoppage or whatever at the origin and then it comes down with the constant force of gravity Misconceptions cause misperception

32. It wasn’t that hard to pay attention to, I think, because I already knew what she was talking about. So I was listening, but I wasn’t really paying utmost attention. Newton’s first law I knew already, I guess it was a bit of revision from two years ago. Misperception limits attention

33. Raise cognitive load Learning is an effortful and mindful process and students should be encouraged to construct their own knowledge and skills through active processing, rather than being passive listeners (Vosniadou et al. 2001) Can you make listeners active?

34. Dialogue Same correct physics concepts addressed Same definitions, examples, graphs, diagrams, animations Additional alternative conceptions raised by the ‘ student ’ and illustrated Discussion to resolve inconsistencies

35. Dialogue Please see: http://youtu.be/VvyTKqxYQGchttp://youtu.be/VvyTKqxYQGc

36. Key Words Key word/phraseExpositionsDialogue Simple7 Clear7 Concise4 Easy to understand3 Confused0 Hard to understand0

37. Key Words Key word/phraseExpositionsDialogue Simple70 Clear70 Concise40 Easy to understand30 Confused05 Hard to understand01

38. Results

40. Did they really change their ideas? Why did you pick B [force from the cable = force of gravity]? I just want you to talk us through your thought processes. So I had A and I thought it was right and then I went down [the list] and the rest were wrong except B, which I wasn’t sure about because I thought, hang on, didn’t they say it was equal on the book even though it’s moving – ‘cause the arrows were the same and it was still moving. And I was thinking ‘that doesn’t make sense,’ and then I had a look at it and I thought of F equals MA and I thought it’s not accelerating because it’s at a constant speed [points to question] and so if force equals mass times acceleration and acceleration equals zero then force equals zero – so they [the forces] must be equal because they’re opposite vectors – cancel each other out.

41. Clues to differences in learning I liked that the guy was just as confused as I was – to begin with. The fact that he was confused kind of helped the whole explanation process, in me [points to her head] to understand. Saying all the common misconceptions, that was really helpful so you know what it is but you also know what it’s not. So you can know that if you end up with that, you’re like ‘no, can’t be that.’ So that helped a lot. Did you have anything like that? Yeah, the juggling ball one – the misconception is there’s a force and that it’s slowly decreasing until it reaches the top and then it disappears or whatever. That was the misconception I think.

42. Mental effort during instruction I liked that it was asking me questions, so I had to actually think about it rather than just telling me stuff, because then it had more relevance to me... Also, by then, asking those questions I didn't feel as stupid as I did beforehand.

43. Mental effort during instruction

44. Higher knowledge groups

46. Implications F = ma  =  Push = (weight)(speed) Use these conceptions

47. Implications Flipped Classroom: Text and/or video should be misconception-based Teach to the misconceptions Drive the class towards them Force students to assess their perception Scaffolding – worked examples, completion problems, paired problems Only remove scaffolding when students become proficient Use existing conceptions

48. i 42.0 an element of truth ritasium