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Student click map3/13/2023 ![]() ![]() The use of students’ open-ended clicks to reveal common errors provided an efficient tool to identify conceptual challenges associated with the complex spatial and temporal processes that govern water movement in the Earth system. ![]() Systematic errors suggest that students have mental models of water flow that are not consistent with fluid dynamics. However, for curved river channels, students incorrectly identified the inside of the bend as the location of greatest erosion and highest velocity. For rivers depicted as having a straight channel, students correctly identified zones of high velocity. Approximately one-third of students correctly identified groundwater flow as having lateral and vertical components however, the same number of students identified only vertical components to flow despite the diagram depicting enough topographic gradient for lateral flow. Open-ended clicker questions, where students click directly on diagrams using their smart device (e.g., cell phone, tablet) to respond, probed students’ predictions about: (1) groundwater movement and (2) velocity and erosion in a river channel. We probed introductory geology students’ pre-instruction knowledge using a classroom management system at two large research-intensive universities. Given the importance of fresh water, we investigated undergraduate students’ understanding of water flow and its consequences. The study also discusses the relationship between the two judgments employed and the calibration variability between the two study phases. As a result, students in the RJPA group scored significantly higher than the ones in the OCJ one, were more accurate in self-assessing in the revoting phase, and felt overall more confident in the revoting phase. Data analysis showed a systemic underconfidence that affected students’ OCJ judgments. The students were randomly grouped into two conditions based on the feedback they received in the ARS: the OCJ group (n = 41) received the percentage distribution and peers’ OCJs as feedback metrics, while the RJPA group (n = 38) received the percentage distribution and peers’ RJPAs. The quizzes followed the voting/revoting paradigm according to which students answer all the quiz questions, receive feedback, and answer the same questions again before the correct answers are shown. In each of eight weeks, the students answered a multiple-choice quiz and had to denote their level of confidence that their answers were correct (OCJ) and estimate their final score (RJPA). This study (n = 79) explores how online concurrent item-by-item judgments (OCJ) and retrospective composite judgments of performance accuracy (RJPA) can enhance students’ performance and self-assessing accuracy (i.e., calibration – as measured by sensitivity, specificity, and absolute accuracy index). In audience response systems (ARSs), these judgements can be elicited and used as additional feedback metrics. Click here for a downloadable summary of all activities and the learning objectives and spatial thinking concepts targeted in each activity.Asking questions in classrooms can produce metacognitive judgements in students about their confidence in being able to answer correctly. The collection is not intended to be a complete map skill program, and the activities can be adapted for higher or lower grades. This collection can help you teach an assortment of map skills through activities that address the spatial thinking abilities of young children and developmental appropriateness. Students who develop robust spatial thinking skills will be at an advantage in our increasingly global and technological society. Young students also enhance their language skills as they collaborate and communicate about spatial relationships. It also deepens and gives a more complete understanding of history and is linked to success in math and science. Spatial thinking is one of the most important skills that students can develop as they learn geography, Earth, and environmental sciences. Spatial thinking allows students to comprehend and analyze phenomena related to the places and spaces around them-and at scales from what they can touch and see in a room or their neighborhood to a world map or globe. Spatial Thinking and Maps Skills in Young Children
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