Dr. Stowe explains the benefit and process of shifting our teaching practices away from considering “incorrect” student answers as indicators of define-able “misconceptions.” If we, instead, assume a “wrong answer” represents a momentary coalescence of small bits of knowledge, we can identify these “bits” and focus instruction on supporting useful “bit” activation across contexts. Dr. Stowe translates evidence and research into productive takeaways for teachers of first and second-year chemistry courses.
Originally aired on: December 3, 2021
Dr. Ryan Stowe, assistant professor of chemistry at the University of Wisconsin, Madison, leads a research group focused on precisely operationalizing learning in terms of what students should know and be able to do with their knowledge. He has researched the design, analysis, and refinement of the learning environment to help students explain and model phenomena in terms of atomic/molecular interactions. Highly interdisciplinary, this approach draws on cognitive psychology and chemical education research.
Assessment OF learning lets students demonstrate achievement. Assessment FOR learning is done to give feedback to learners/teachers on learning/teaching, and assessment AS learning promotes self regulation and critical evaluation. Here how, when and why to do all three.
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