Student drawings alone can mislead teachers about students' knowledge; accompanying text or discussion can turn a carelessly drawn sketch into a correct answer¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A carelessly drawn sketch that implied an incorrect answer became correct when accompanied by a written explanation, showing drawing is not enough for assessing understanding. → Ajredini 2013

Evidence¶

Ajredini 2013¶

Ajredini, F., Izairi, N., Zajkov, O. (2013). Real Experiments versus PhET Simulations for Understanding Electrostatic Charging. European J of Physics Education, 5(1). https://ejpe.phywe.de

q2 · i? · causal · r?

Interpretation of a student's answer to situation d) (Figure 13b), where a carelessly drawn sketch was paired with text explaining that the spheres will decline to equal distances. The authors warn that missing accompanying explanation can mislead the teacher's judgment.

"This case shows that drawing is not enough. The lack of additional information, obtained in a form of text or discussion students-to-teacher, could bring the teacher to a wrong conclusion about the students’ knowledge."

Discussion¶

Related Claims¶

• Students commonly hold the everyday-experience-based misconception that electrostatic interaction stops when charged objects are placed at greater distance — related
• Most students judge written corrective feedback alone insufficient and want accompanying metalinguistic explanation — related
• The animation advantage is largest when instruction includes no accompanying text — related