Promoting Sketching in Introductory Geoscience Courses: CogSketch Geoscience Worksheets

Garnier, Bridget; Chang, Maria Hsia; Ormand, Carol J.; Matlen, Bryan J.; Tikoff, Basil; Shipley, Thomas F.

doi:10.1111/tops.12291

Cited by 8 publications

(7 citation statements)

References 56 publications

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“…Previous research demonstrates that sketching can improve penetrative thinking and reasoning about geologic block diagrams (Gagnier et al, 2017), however sketching can be challenging for many students because it is cognitively demanding and time‐consuming (Garnier et al, 2017; Jaeger et al, 2018). Thus, while sketching is a common practice in many STEM domains, it may not always be an appropriate instructional tool in the classroom because of the time and effort constraints it imposes.…”

Section: Discussionmentioning

confidence: 99%

“…Not only are sketching activities cognitively demanding, they are also time‐consuming, both in terms of time required to complete sketching activities and time for providing constructive feedback (Garnier et al, 2017). Further, providing feedback to students regarding their sketches is challenging because they can be difficult to score reliably (e.g., White & Gunstone, 1992).…”

Section: Cognitive Resources Needed To Sketchmentioning

confidence: 99%

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When seeing what's wrong makes you right: The effect of erroneous examples on 3D diagram learning

Jaeger

Marzano

Shipley

2020

Applied Cognitive Psychology

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Summary Comprehending 3D diagrams is critical for success in scientific practice and research demonstrates that understanding of 3D geology diagrams can be improved by making predictive sketches. In mathematics, explaining erroneous examples can support learning. This study combined these approaches to better understand how to effectively support 3D geologic diagram understanding. Participants generated sketches, explained erroneous example sketches, or copied and explained correct sketches. It was hypothesized that generating sketches or explaining erroneous cases would improve understanding, but an open question was whether these conditions would differ from each other. Explaining erroneous examples and sketching improved understanding whereas explaining correct sketches did not. Further, explaining erroneous examples was a more efficient strategy than sketching. These results indicate that erroneous examples can be effective for supporting 3D diagram comprehension and may be a practical substitute for some traditional sketching activities in the context of real classrooms where class time is limited.

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Section: Discussionmentioning

confidence: 99%

Section: Cognitive Resources Needed To Sketchmentioning

confidence: 99%

When seeing what's wrong makes you right: The effect of erroneous examples on 3D diagram learning

Jaeger

Marzano

Shipley

2020

Applied Cognitive Psychology

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“…Another domain-specific tool is nuSketch [14], focusing on the geometric relationships between shapes such as "above" or "below. " This was extended to COGSketch [15] to provide a tutoring system for students that can grade relationship-based problems, such as plate tectonics [17].…”

Section: Sketch Recognitionmentioning

confidence: 99%

An Intelligent System to Analyze Sketched Solutions to Open-Ended Truss Problems

Runyon

Polsley

Williford

et al. 2021

26th International Conference on Intelligent User Interfaces

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Engineering students need practical, open-ended problems to help them build their problem-solving skills and design abilities. However, large class sizes create a grading challenge for instructors as there is simply not enough time nor support to provide adequate feedback on many design problems. In this work, we describe an intelligent user interface to provide automated real-time feedback on hand-drawn free body diagrams that is capable of analyzing the internal forces of a sketched truss to evaluate open-ended design problems. The system is driven by sketch recognition algorithms developed for recognizing trusses and a robust linear algebra approach for analyzing trusses. Students in an introductory statics course were assigned a truss design problem as a homework assignment using either paper or our software. We used conventional content analysis on four focus groups totaling 16 students to identify key aspects of their experiences with the design problem and our software. We found that the software correctly analyzed all student submissions, students enjoyed the problem compared to typical homework assignments, and students found the problem to be good practice. Additionally, students using our software reported less difficulty understanding the problem, and the majority of all students said they would prefer the software approach over pencil and paper. We also evaluated the recognition performance on a set of 3000 sketches resulting in an f-score of 0.997. We manually reviewed the submitted student work which showed the handful of student complaints about recognition were largely due to user error.

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“…In developing sketch worksheet content, geoscientists identified specific concepts commonly taught in introductory geoscience courses that are difficult for students to grasp. In addition, cognitive scientists helped identify four spatial skills that are necessary for success in the geosciences: disembedding, reasoning about dynamic processes (figure 3), penetrative thinking (figure 4), and scaling (see Garnier et al 2017). Geoscience concepts and spatial skills are important to develop at the introductory level to aid student understanding and possible success in future STEM courses.…”

Section: Developing Sketch Workheets For Geosciencementioning

confidence: 99%

Sketch Worksheets in Science, Technology, Engineering, and Mathematics Classrooms: Two Deployments

Forbus¹,

Garnier

Tikoff

et al. 2020

AI Magazine

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Sketching is a valuable but underutilized tool for science education. Sketch worksheets were developed to help change this, by using artificial intelligence technology to give students immediate feedback and to give instructors assistance in grading. Sketch worksheets use automatically computed visual representations combined with conceptual information to give feedback to students, by computing analogies between students’ sketches and an instructor’s solution sketch. This enables domain experts to develop sketch worksheets, to facilitate dissemination. We describe our experiences in deploying them in geoscience and artificial intelligence classes. The geoscience worksheets, authored by geoscientists at University of Wisconsin–Madison, were used at both Wisconsin and Northwestern University. The artificial intelligence worksheets were developed and used at Northwestern. Our experience indicates that sketch worksheets can provide helpful on-the-spot feedback to students, and significantly improve grading efficiency, to the point where sketching assignments can be more practical to use broadly in science, technology, engineering, and mathematics education.

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Promoting Sketching in Introductory Geoscience Courses: CogSketch Geoscience Worksheets

Cited by 8 publications

References 56 publications

When seeing what's wrong makes you right: The effect of erroneous examples on 3D diagram learning

When seeing what's wrong makes you right: The effect of erroneous examples on 3D diagram learning

An Intelligent System to Analyze Sketched Solutions to Open-Ended Truss Problems

Sketch Worksheets in Science, Technology, Engineering, and Mathematics Classrooms: Two Deployments

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