Threshold Concepts Vs. Tricky Topics - Exploring the Causes of Student's Misunderstandings with the Problem Distiller Tool

This paper presents a study developed within the international project JuxtaLearn. This project aims to improve student understanding of threshold concepts by promoting student curiosity and creativity through video creation. The math concept of 'Division', widely referred in the literature as problematic for students, was recognised as a 'Tricky Topic' by teachers with the support of the Tricky Topic Tool and the Problem Distiller tool, two apps developed under the JuxtaLearn project. The methodology was based on qualitative data collected through Think Aloud protocol from a group of teachers of a public Elementary school as they used these tools. Results show that the Problem Distiller tool fostered the teachers to reflect more deeply on the causes of the students’ misunderstandings of that complex math concept. This process enabled them to develop appropriate strategies to help the students overcome these misunderstandings. The results also suggest that the stumbling blocks associated to the Tricky Topic ‘Division’ are similar to the difficulties reported in the literature describing Threshold Concepts. This conclusion is the key issue discussed in this paper and a contribution to the state of the art

The Problem Distiller Tool: supporting teachers in uncovering why their students have problems understanding Threshold Concepts

In pressThis study explored the use of a web-based tool entitled ‘Problem Distiller’ designed to support teachers in uncovering why their students have problems understanding Threshold Concepts. Data collected involved interviews with two math teachers, invited to experiment the Problem Distiller tool and Think Aloud protocol. Content analysis was used to process and analyse the collected data.. Findings show that teachers found it helpful when the information they entered through the Problem Distiller was fed back as they constructed an online diagnostic quiz. Focusing on the teachers’ understanding of why the students have problems is an effective way of tackling the barriers posed by Threshold Concepts and can be integrated with existing strategies and teaching approaches.CIEC – Research Centre on Child Studies, IE, UMinho (FCT R&D unit 317), PortugalEuropean Community's Seventh Framework ProgrammeThe research leading to these results has received funding from the European Community's Seventh Framework Programme under grant agreement no. 317964 JUXTALEARN. We would like to thank the interviewed teachers for their valuable collaboration

JuxtaLearn taxonomy: a tool to help teachers to identify and understand the causes of student misunderstandings

Threshold concepts are key concepts, often troublesome and complex, that are vital to understanding a subject. Once understood, threshold concepts have been described as akin to a portal, opening up new and previously inaccessible way of thinking about the subject. This paper presents an exploratory study that explored the use of a digital tool entitled „Juxta Learn taxonomy‟. This tool was designed to support teachers in identifying threshold concepts their students have problems in overcoming and for what reason they have problems understanding these concepts. We interviewed math and physical chemistry teachers, and based on „JuxtaLearntaxonomy‟ these teachers identified threshold concepts grounded on pedagogical practice, and the reason for their students have problems understanding these concepts. Results show that the taxonomy helped the teachers to identify threshold concepts and to break them down into smaller stumbling blocks illustrated by examples of student problems. So, we conclude that the tool allows teachers to reflect on the causes of these student misunderstandings and to think about appropriate pedagogical strategies to help the students overcome them.This work is funded by CIEd – Research Centre on Education, projects UID/CED/1661/2013 and UID/CED/1661/2016, Institute of Education, University of Minho, through national funds of FCT/MCTES-PT.info:eu-repo/semantics/publishedVersio

Using Digital Storytelling in Science: Meaning Making with Students aged 10-12 years old

Meaning making is an essential aspect of learning as a process of interpreting and negotiating information while sharing it with others. One way of meaning making is through (digital) storytelling. The process of creating and telling a story depends on how one can see their understanding of something come together and make sense and it is considered a (socio) constructivist strategy of learning. The purpose and contribution of this research are to explore how digital storytelling may support engagement in meaning-making as students externalise their understanding of the science topic of matter. To this aim, two digital storytelling activities were constructed – SEeDS (Sequencing of Events enabling Digital Storytelling) and Narration. The two activities included the same content but differed in structure. SEeDS presented the story scenes in an order that was not predefined and Narration in a predefined order. Both activities derived elements from the theoretical concept of Tricky Topics and Stumbling Blocks (SBs). This research was informed by the theory of Problem-based learning. Participants were sixty-one Greek primary students aged 10-12 years old and twenty-two English secondary students aged 11-12 years old. Half students worked through the SEeDS activity and the rest through the Narration activity. Students worked cooperatively in small teams to implement the two activities. A systematic analysis of the collected data was conducted using qualitative methods. Findings revealed that the two activities had supported the Greek and English students in externalising their understanding of many scientific concepts included in the topic of matter, while it identified gaps in their prior knowledge. The two activities have also facilitated the instinctive use of exploratory talk over the other two types (cumulative and disputational talk) that can often be found in peer talk in science learning. Finally, the two activities appeared to have engaged students in the two contexts, as they allowed them to own the story creation whilst working independently. Finally, the Greek and English students viewed the SEeDS activity as challenging, making it hard to complete and at times tiring and confusing, and the Narration activity as easy to implement, giving students the opportunity to mainly focus on inventing the story plot. This research makes a valuable contribution to the literature on making meaning in science, offering new insights about the use of problem-based stories supported by mobile technology. The findings provide opportunities to further explore the practical application of problem-based digital storytelling activities, which are hard thinking and challenging, across different age groups and cultural contexts. There is a need for teaching practices to be based on socio-constructivist learning approaches that focus on students’ thinking, not performance. Therefore, the implications of this research are relevant to a number of educational contexts and levels

Teaching/Learning Physics: Integrating Research into Practice

The GIREP-MPTL International conference on Teaching/Learning Physics: Integrating Research into Practice [GIREP-MPTL 2014] was held from 7 to 12 July 2014 at the University of Palermo, Italy. The conference has been organised by the Groupe International de Recherche sur l’Enseignement de la Physique [GIREP] and the Multimedia in Physics Teaching and Learning [MPTL] group and it has been sponsored by the International Commission on Physics Education [ICPE] – Commission 14 of the International Union for Pure and Applied Physics [IUPAP], the European Physical Society – Physics Education Division [EPS-PED], the Latin American Physics Education Network [LAPEN] and the Società Italiana di Fisica [SIF]. The theme of the conference, Teaching/Learning Physics: Integrating Research into Practice, underlines aspects of great relevance in contemporary science education. In fact, during the last few years, evidence based Physics Education Research provided results concerning the ways and strategies to improve student conceptual understanding, interest in Physics, epistemological awareness and insights for the construction of a scientific citizenship. However, Physics teaching practice seems resistant to adopting adapting these findings to their own situation and new research based curricula find difficulty in affirming and spread, both at school and university levels. The conference offered an opportunity for in-depth discussions of this apparently wide-spread tension in order to find ways to do better. The purpose of the GIREP-MPTL 2014 was to bring together people working in physics education research and in physics education at schools from all over the world to allow them to share research results and exchange their experience. About 300 teachers, educators, and researchers, from all continents and 45 countries have attended the Conference contributing with 177 oral presentations, 15 workshops, 11 symposia, and around 60 poster presentations, together with 11 keynote addresses (general talks). After the conference, 147 papers have been submitted for the GIREP-MPTL 2014 International Conference proceedings. Each paper has been reviewed by at least two reviewers, from countries that are different to those of the authors and on the basis of criteria described on the Conference web site. Papers were subsequently revised by authors according to reviewers’ comments and the accepted papers are reported in this book, divided in 8 Sections on the basis of the keywords suggested by authors. The other book section (actually, the first one) contains the papers that six of the keynote talkers sent for publication in this Proceedings Book. We would like to thank all the authors that contributed with their papers to the realization of this book and all the referees that with their criticism helped authors to improve the quality of the papers

Public Law and Economics

This comprehensive textbook applies economic analysis to public law. The economic analysis of law has revolutionized legal scholarship and teaching in the last half-century, but it has focused mostly on private law, business law, and criminal law. This book extends the analysis to fundamental topics in public law, such as the separation of government powers, regulation by agencies, constitutional rights, and elections. Every public law involves six fundamental processes of government: bargaining, voting, entrenching, delegating, adjudicating, and enforcing. The book devotes two chapters to each process, beginning with the economic theory and then applying the theory to a wide range of puzzles and problems in law. Each chapter concentrates on cases and legal doctrine, showing the relevance of economics to the work of lawyers and judges. Featuring lucid, accessible writing and engaging examples, the book addresses enduring topics in public law as well as modern controversies, including gerrymandering, voter identification laws, and qualified immunity for police

Public Law and Economics

This comprehensive textbook applies economic analysis to public law. The economic analysis of law has revolutionized legal scholarship and teaching in the last half-century, but it has focused mostly on private law, business law, and criminal law. This book extends the analysis to fundamental topics in public law, such as the separation of government powers, regulation by agencies, constitutional rights, and elections. Every public law involves six fundamental processes of government: bargaining, voting, entrenching, delegating, adjudicating, and enforcing. The book devotes two chapters to each process, beginning with the economic theory and then applying the theory to a wide range of puzzles and problems in law. Each chapter concentrates on cases and legal doctrine, showing the relevance of economics to the work of lawyers and judges. Featuring lucid, accessible writing and engaging examples, the book addresses enduring topics in public law as well as modern controversies, including gerrymandering, voter identification laws, and qualified immunity for police

Buddhism and the Dynamics of Transculturality: New Approaches

For over 2500 years, Buddhism was implicated in processes of cultural interaction that in turn shaped Buddhist doctrines, practices and institutions. The contributions to this volume present detailed case studies on Buddhism's transcultural dynamics, ranging across different time periods, regions and disciplines, and addressing methodological challenges and theoretical problems

Cities of Entanglements

How do people live together in cities shaped by inequality? This comparative ethnography of two African cities, Maputo and Johannesburg, presents a new narrative about social life in cities often described as sharply divided. Based on the ethnography of entangled lives unfolding in a township and in a suburb in Johannesburg, in a bairro and in an elite neighborhood in Maputo, the book includes case studies of relations between domestic workers and their employers, failed attempts by urban elites to close off their neighborhoods, and entanglements emerging in religious spaces and in shopping malls. Systematizing comparison as an experience-based method, the book makes an important contribution to urban anthropology, comparative urbanism and urban studies

Cities of entanglements. social life in Johannesburg and Maputo through ethnographic comparison

How do people live together in cities shaped by inequality? This comparative ethnography of two African cities, Maputo and Johannesburg, presents a new narrative about social life in cities often described as sharply divided. Based on the ethnography of entangled lives unfolding in a township and in a suburb in Johannesburg, in a bairro and in an elite neighborhood in Maputo, the book includes case studies of relations between domestic workers and their employers, failed attempts by urban elites to close off their neighborhoods, and entanglements emerging in religious spaces and in shopping malls. Systematizing comparison as an experience-based method, the book makes an important contribution to urban anthropology, comparative urbanism and urban studies