Tricky Topics

Understanding Tricky Topics is essential if a student is to progress in a subject, but they often represent a huge barrier. Tricky Topics are broken down into smaller Stumbling Blocks. Explore

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Drawing up a storyboard seems tricky. Students don't want to commit pen to paper, but jot words, draw on the back of the storyboard, anything rather than 'spoil' the boxes. Aba-Sah writes about this in one of the WP4 deliverables. So how can we identify the stumbling blocks to storyboarding? And what can we do about them? Perform a juxtapositioned story that explains the problem. Perhaps we could do that as a team. The blocks we probably should tackle are finding a story and identifying characters.  If we were pitching a script for a film, then we would need to write the concept (http://www.movieoutline.com/articles/how-writing-concept-first-will-help-your-movie-script-and-your-pitch.html) but I don't think the JuxtaLearn project needs to go this deep into storyboarding because we're not aiming to produce a film for its own sake, but to think about and learn about the topic.  Therefore, identifying characters and setting of the topic, thereby producing a basic story is enough for collaborative discussion and learning.  Hence, if a team of learners of storyboarding were to put together a storyboard of storyboarding, then the stumbling blocks to concentrate on would be

  • finding a story
  • identifying characters

Now I want to create a quiz or two on this topic.  How do I create a quiz?  And why, when I publish this does it not appear? Only the stumbling blocks are there at http://trickytopic.juxtalearn.net/trickytopic/storyboarding/, and nothing else to share with others.

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      Subject: Performance | Country: United Kingdom

      Children have problems applying the criteria of divisibility because they do not know well the 'multiplication tables', find difficult to divide, to multiply and to subtract numbers.

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        Subject: Math | Country: Portugal

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          This item is concerned with applying ideal gas equations to physical systems and knowing when they can be applied and when they start to fail.

          (Male, S. (2012) Engineering Thresholds: An Approach to Curriculum Renewal: Guide for Engineering Educators on Curriculum Renewal using Threshold Concepts 2012. An outcome report of the ALTC project “Engineering thresholds: an approach to curriculum development”: http://www.ecm.uwa.edu.au/__data/assets/pdf_file/0018/2172501/Engineering-Thresholds-Guide-120828.pdf
          Accessesd Nov 2014)

          Researchers observe reluctance of students at all levels to consider more than one cause for an effect. This shows up as extreme difficulty in working with three-variable relationships such as the ideal gas law.
          (Christopher Horton Student Alternative Conceptions in Chemistry (Originally: Student Misconceptions and Preconceptions in Chemistry, California Journal of Science Education, Volume VII, Issue 2 – Spring, 2007. available at http://www.cascience.org/altchemconceptions.doc. It is also posted at the website www.daisley.net/hellevator/misconceptions/misconceptions.pdf.)

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            Subject: Chemistry

            References:
            Banet, E. and Ayuso, E. (2000). Teaching genetics at secondary school: a strategy for teaching about the location of inheritance information. Science Education, 84, 313-351.
            Nelson, C.E.  (2012).  Why don¹t undergraduates really "get" evolution? What can faculty do? In Karl S. Rosengren et al. (Eds)  Evolution challenges: integrating research and practice in teaching and learning about evolution. Oxford University Press, New York.
            Nehm, R.H. and Reilly, L. (2007). Biology majors' knowledge and misconceptions of natural selection. Bioscience, 57(3):263-272.

            Nehm, R.H. and Schonfeld, I. (2007). Does increasing biology teacher knowledge about evolution and the nature of science lead to greater advocacy for teaching evolution in schools? Journal of Science Teacher Education, 18(5) 699-723.
            Smith, M.U. (2010b). Current status of research in teaching and learning evolution: II. Pedagogical issues. Science & Education, 19, 539­571.

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                Subject: Biology

                1. Plants make food using sunlight vs plants absorb food from the soil.
                2. Plants fundamentally act like animals so must consume food from the environment vs photosynthesis as production

                References:

                Carlsson B (2002) Ecological understanding 1: ways of experiencing photosynthesis. International Journal of Science Education, 24(7): 681-699.

                Kinchin I M (2000) Confronting problems presented by photosynthesis. School Science Review, 297, 81: 69-75.

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                    Subject: Biology

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                        Subject: Chemistry | Country: United Kingdom

                        Youngsters have problems in understanding which Excel formula they should use. Youngsters do not comprehend the Excel formulas.

                        Stumbling Blocks: mathematics | statistics

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                          Subject: Technology | Country: Portugal

                          Youngsters have problems identifying the rule they should apply. Youngsters do not know the signification of the Excel function "IF".

                          Stumbling Blocks: function | logic | vertical demand

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                            Subject: Technology | Country: Portugal

                            Youngsters have problems understanding the practical application.

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                              Subject: Technology | Country: Portugal
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