Presentation is loading. Please wait.

Presentation is loading. Please wait.

1 Suttida Rakkapao 1 Institute for Innovation and development of Learning Process, Mahidol University 1 Kwan Arayathanitkul, Passakorn Pananont 2 Department.

Similar presentations


Presentation on theme: "1 Suttida Rakkapao 1 Institute for Innovation and development of Learning Process, Mahidol University 1 Kwan Arayathanitkul, Passakorn Pananont 2 Department."— Presentation transcript:

1 1 Suttida Rakkapao 1 Institute for Innovation and development of Learning Process, Mahidol University 1 Kwan Arayathanitkul, Passakorn Pananont 2 Department of Physics, Faculty of Science, Mahidol University 2 April 2, 2008, Institute for Innovation and development of Learning Process, Mahidol University, Bangkok, THAILAND.

2 2 Introduction Introduction Pilot study Pilot study Research objectives Research objectives Research questions Research questions Research methodology Research methodology Expected outcomes Expected outcomes

3 3 Do you remember the great disaster in Thailand 2004 ? the great disasterthe great disaster

4 4 (http://neic.usgs.gov/neis/eqlis ts/graphs.html) Earthquake Facts and Statistics

5 5 What are the earthquake risks in Thailand ? What is the probability that an earthquake will occur in Thailand ?

6 6 e/geology.htm Active faults in Thailand

7 7 (From

8 8 (From Three Pagoda Fault

9 9 Sri Sa Wat Fault Three Pagoda Fault

10 10 Are earthquakes really on the increase? From NO !!!!!!!

11 11 The education about earthquakes The education about earthquakes Misunderstanding Evaluating Tools Teaching Processes ~ 31.6 times In 1991, E.S. Oberhofer [1] pointed out a common misunderstanding of “magnitude” term when applied to earthquakes. For Richter magnitude scale, it is believed that for each increase in one magnitude there is 10 times more energy being released. In 2005, Libarkin, J.C., and Anderson, S.W., [2] constructed a multiple- choice assessment instrument for using in the Earth science called GCI (The Geoscience Concept Inventory). These test items cover topics related to general physical geology concepts, as well as underlying fundamental ideas in physics and chemistry, such as gravity and radioactivity, these are integral to understanding the conceptual Earth. In 2003, C Fazio et al. [3] constructed an activity-based teaching unit that aimed to improve the understanding about properties of seismic waves focusing on analyzing the properties of very small earthquakes produced through mechanical shock waves in slabs of different materials.

12 12 ( in 2001) The education about earthquakes in Thailand Subtopics of earthquakes on the 6 th strand of science following foundation education curriculum Buddhist Era 2544 (http://www.ipst.ac.th/sci_curriculum/) Causes of earthquakes The seismometer Seismic waves Mercalli and Richter scale Earthquakes in Thailand Safety procedures from earthquakes and Tsunami

13 13 Explore students’ understanding of earthquakes after finishing the 6 th strand of science by means of traditional teaching. Method : The earthquake conceptual survey Sample : 171 student participants ( from 6 high schools )

14 14 Question: Are zone of rainy countries more risky to occur earthquakes than that of dry countries? Why? Percentage of Students Yes No, depend on plate boundary

15 15 Percentage of Students Question : Which country Thailand or Japan that has the most probability to occur earthquakes? Why? Plate boundaries Volcano eruption Topography Islands Others

16 16 1.To determine high school students’ misunderstanding of earthquakes. 2.To construct a novel teaching module for earthquakes (related to the cause of earthquakes and the principle of an earthquake detector). 3.To increase students’ conceptual understanding of earthquakes by using a novel teaching module.

17 17 1.What concepts of earthquakes do students misunderstanding? 2. What is a novel teaching module for earthquakes? 3. Does a novel teaching module increase high school students’ conceptual understanding of earthquakes?

18 18 Survey students’ understanding Design a new teaching module Construct the earthquake conceptual test and a questionnaire Use the new teaching module Analysis and conclusions Analysis and conclusions

19 19 Methods : - The document reviews - The earthquake conceptual survey - The interviews Sample : High school students Purpose : To find out students’ misunderstanding of earthquakes Survey students’ understanding

20 20 Results : Most students believe that : The amount of rain affect to earthquakes. All earthquakes create visible cracks on the Earth's surface. Survey students’ understanding 1) The characteristics and cause of natural earthquakes

21 21 Results : Most students believe that : Seismograms are used for measuring the magnitude of an earthquake, not for locating its epicenter. The mass of a seismometer will move when earthquakes occur. Survey students’ understanding 2) The basic principle of seismometers

22 22 Results : Most students believe that : The seismic waves of the 8 Richter magnitude scale propagate faster than those of the magnitude 6 because of its violence and vibration. Survey students’ understanding 3) The seismic wave velocity

23 23 Results : Most students believe that : The ratio of the ground vibration amplitude of 8 Richter magnitude scale to that of 6 Richter magnitude scale is 2:1. A change of one magnitude on the Richter scale corresponds to a difference in released energy 10 times. Survey students’ understanding 4) The Richter magnitude scale

24 24 Results : Survey students’ understanding 1) The characteristics and cause of natural earthquakes 2) The basic principle of seismometers 3) The seismic wave velocity 4) The Richter magnitude scale 4 Groups of the students’ misconceptions

25 25 Construct the earthquake conceptual test and a questionnaire Purpose : To construct the evaluating tools used in the teaching module. Students’ conceptual understanding Students’ satisfaction to the teaching module The earthquake conceptual test (a multiple choice test) A questionnaire

26 26 Design a new teaching module Materials : - Seismograms - A Simple Seismometer - A Convection Cell set Purpose : To construct an active based teaching module on the topic of earthquake.

27 27 Results : Survey students’ understanding 1) The characteristics and cause of natural earthquakes 2) The basic principle of seismometers 3) The seismic wave velocity 4) The Richter magnitude scale 4 Groups of the students’ misconceptions

28 28 The characteristics and cause of natural earthquakes An example :

29 29 Activity 1 : What happened beneath the earth? To demonstrate the convection cell phenomena as the cause of plate movement. Purpose: Materials : A convection cell set A worksheet Fact and fiction videos

30 30 A convection cell set A laser pointer Seeding particles mixed water an alcohol lamp A filter Papers How to use this instrument? How to use this instrument?

31 31 Results : Survey students’ understanding 1) The characteristics and cause of natural earthquakes 2) The basic principle of seismometers 3) The seismic wave velocity 4) The Richter magnitude scale 4 Groups of the students’ misconceptions

32 32 The basic principle of seismometers Examples :

33 33 Activity 1 : Locating the epicenter of an earthquake Purpose: To locate the epicenter of an earthquake by using online seismograms. Materials : a rope 3 seismograms a pair of compasses a worksheetworksheet

34 34 Procedure : 1) Students discuss and share some idea for finding the position of the gold by using the three intersection point method.

35 35 2) Students use 3 seismograms to locate the epicenter of an earthquake Procedure : Result : Most students can draw and write to describe the idea about locating an earthquake epicenter.

36 36 Students’ satisfaction responses to the activity 1

37 37 What is a seismometer and how does it work?a seismometer Activity 2 : An earthquake detector

38 38 HANDHELD SEISMOMETER (constructed by Larry Braile et al., Perdue University, 2000)

39 39 REAL Datalogging seismograph (constructed by Dave Dobeson, UniServe Science at Sydney University, 2005)

40 40 A frame A mass A recording part A motor A frequency control box

41 41 A box with bearing balls How to use in the demonstration ?

42 42 The seismograms

43 43 What topics can be taught by this seismometer? 1.The main parts of seismometers and their properties.their properties 2.The recording earthquake signals. 3.The characteristics of seismograms. 4.Anatomy of a wave (amplitude, wave length, period, frequency, crest, trough). 5.The relation between magnitudes of earthquakes and amplitudes of waves on seismograms. 6.Anatomy of p waves, s waves and surface waves on seismograms. 7.The coming order of seismic waves.

44 44 Analysis and conclusions Analysis and conclusions Assess students’ concepts - The earthquake conceptual test - Interviews Assess the teaching module - A questionnaire - Interviews

45 45 1.The understanding of students’ misconceptions of earthquakes 2.A novel teaching module for earthquakes (related to the cause of earthquakes and the principle of an earthquake detector) 3.The increasing of students’ understanding of earthquakes

46 46 TIME TABLE

47 47 [1] E.S. Oberhofer. (1991). Different Magnitude Difference. The physics teacher, May, [5] Perter W. Hodder. (2001). “Earthquake!”- A cooperative learning experience. Journal of Geoscience Education, 49(3 ), [3] C Fazio, R M Sperandeo-Mineo and G tarantino. (2003). How did Roman buildings survive earthquake?. Physics Education, November, [4] Bernard J. Feldman. (2004). The Nimitz Freeway collapse. The physics teacher, 42, [2] Libarkin, J.C., and Anderson, S.W., Assessment of Learning in Entry-Level Geoscience Courses: Results from the Geoscience Concept Inventory; Journal of Geoscience Education; v. 53. p


Download ppt "1 Suttida Rakkapao 1 Institute for Innovation and development of Learning Process, Mahidol University 1 Kwan Arayathanitkul, Passakorn Pananont 2 Department."

Similar presentations


Ads by Google