A method to reveal fine-grained and diverse conceptual progressions during learning

Article Article scientifique Article A method to reveal fine-grained and diverse conceptual progressions during learning eng 2018 author Lombard François 0000-0002-8933-0385 127479 author Merminod Marie Morgane 856395 author Widmer Vincent 643439 author Schneider Daniel 26483 101-112 10.1080/00219266.2017.1405534 0021-9266 Empirical data on learners' conceptual progression is required to design curricula and guide students. In this paper, we present the Reference Map Change Coding (RMCC) method for revealing students' progression at a fine-grained level. The method has been developed and tested through the analysis of successive versions of the productions of eight cohorts (N = 100 total) of high school biology students groups, involved in a year-long inquiry-based learning design. Concepts and causal links expressed in students' gradually refined explanations of biological phenomena are charted onto reference model maps. Trends within variability in all cohorts are measured by a consolidated Prevalence Index (cPI) counting the occurrence of each item across all versions of the students' explanations. Results of a case study presented reveal great variability in patchwork progressions. Learners' diverse and often surprising conceptual paths challenge the view of learning as a linear process. For example, some items consistently appear later, thereby offering empirical evidence of slow spots that require attention. We discuss possible causes, educational implications, and show that our method offers crucial insight into the process of learning as it happens. We finally argue that RMCC also could become a follow-up tool for interested teachers. Inquiry Conceptual change Instructional design Learning progressions Assessment and evaluation Dewey 370.71 Dewey 371.33 19 Institut universitaire de formation des enseignants 0DC 110 Technologies de formation et apprentissage 73 false 631 Technologies de formation et d'apprentissage (TECFA) Journal of Biological Education 52 1 7e394c47-96d4-4035-868a-b30b15f426ac Article (Published version) Public a_method_to_reveal_fine_grained_and_diverse_conceptual_progressions_during_learning.pdf 3783135 application/pdf openAccess Centres et instituts / Institut universitaire de formation des enseignants Faculté de psychologie et des sciences de l'éducation / Technologies de formation et apprentissage

Title	Published in	Access level	OA Policy	Year	Views	Downloads

A method to reveal fine-grained and diverse conceptual progressions during learning	Journal of Biological Education			2018	451	423

Archive ouverte UNIGE

Merminod, Marie Morgane