Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/18856
Title: Using intervention-oriented evaluation to diagnose and correct students’ persistent climate change misconceptions: A Singapore case study
Authors: Pascua, Liberty
Chang, Chew Hung
Keywords: Intervention-oriented evaluation
Time-series design
Classroom-based
Evaluation
Climate change
Misconceptions
Issue Date: 2015
Citation: Pascua, L., & Chang, C. –H. (2015). Using intervention-oriented evaluation to diagnose and correct students’ persistent climate change misconceptions: A Singapore case study. Evaluation and Program Planning, 52, 70-77. http://dx.doi.org/10.1016/j.evalprogplan.2015.04.001
Abstract: The evaluation of classroom-based educational interventions is fraught with tensions, the most critical of which is choosing between focusing the inquiry on measuring the effects of treatment or in proximately utilizing the data to improve practice. This paper attempted to achieve both goals through the use of intervention-oriented evaluation of a professional development programme intended to diagnose and correct students’ misconceptions of climate change. Data was gathered, monitored and analyzed in three stages of a time-series design: the baseline, treatment and follow-up stages. The evaluation itself was the ‘intervention’ such that the data was allowed to ‘contaminate’ the treatment. This was achieved through giving the teacher unimpeded access to the collected information and to introduce midcourse corrections as she saw fit to her instruction. Results showed a significant development in students’ conceptual understanding only after the teacher’s decision to use direct and explicit refutation of misconceptions. Due to the accessibility of feedback, it was possible to locate specifically at which point in the process that the intervention was most effective. The efficacy of the intervention was then measured through comparing the scores across the three research stages. The inclusion of a comparison group to the design is recommended for future studies.
Description: This is the final draft, after peer-review, of a manuscript published in Evaluation and Program Planning. The published version is available online at http://dx.doi.org/10.1016/j.evalprogplan.2015.04.001
URI: http://hdl.handle.net/10497/18856
ISSN: 0149-7189 (print)
1873-7870 (online)
Other Identifiers: 10.1016/j.evalprogplan.2015.04.001
Appears in Collections:Journal Articles

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