Addressing Misconceptions in Writing Across the Curriculum (WAC) Classes

WAC approaches in geology classes aim to correct persistent misconceptions through gateway activities, focusing on topics like CFCs and ozone depletion. By engaging students in discussions and written responses, educators correct prior misunderstandings to enhance learning outcomes and clarify distinctions between carbon dioxide emissions and ozone layer depletion.

• Misconceptions
• WAC classes
• Geology education
• Ozone depletion
• Student engagement

pimental_r Follow

Uploaded on Sep 14, 2024 | 0 Views

Download Presentation

Please find below an Image/Link to download the presentation.

The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author. Download presentation by click this link. If you encounter any issues during the download, it is possible that the publisher has removed the file from their server.

Presentation Transcript

1. Correcting Misperceptions Gateway Activities in WAC classes

2. WAC approaches in Geology courses Dealing with persistent misconceptions A gateway question in Physical Geology Physical Geology is a Gen Ed / Core Curriculum course The writing prompt: at the beginning of class, before discussing the topic Does carbon dioxide released by human activities affect ozone in the atmosphere? This series was created by Dr. David Krantz, EEES, University of Toledo

3. CFCs and ozone depletion Discussion: What are CFCs? How do CFCs degrade ozone? CFC = chloro fluoro carbon Discussion: What is ozone? Why is ozone important?

4. The Earths ozone layer Discussion: Global impacts REALLY Important Point: Ozone depletion IS NOT the same issue as Global Climate Change

5. The Earths ozone layer Discussion: Global impacts Another REALLY Important Point: Carbon dioxide DOES NOT deplete ozone ** This written response reappears on the next exam **

6. Correcting Misperceptions By asking students what they CURRENTLY think before offering instruction, you have the chance to CORRECT prior misconceptions that are going to interfere with the ability to learn new information. In this example, if a student persists in thinking that carbon dioxide created by human activity is what is depleting the atmospheric ozone layer, they will never fully understand that there is a significant difference between the emission of chloro flouro carbons, which contribute to the depletion of the ozone layer, and carbon dioxide emissions created by human activity, which are linked to global climate change but NOT to ozone depletion. Both ozone depletion and carbon dioxide emissions are linked to global warming, but not by the same mechanism.