Using Content Analysis to Check Learners’ Understanding of Science Concepts

Abstract

The ongoing EU project JuxtaLearn aims at facilitating the acquisition of science concepts through the creation and sharing of videos on the part of the learners. For the specific learning targets threshold concepts are specified as key elements of knowledge. Content analysis techniques are used to extract learners’ concepts manifested in textual artifacts and to contrast these with the anticipated domain concepts (represented as ontology). Deviations between student concepts and the ontology can indicate problems of understanding, which may trigger a revision of the original curriculum. In two studies we explore the potential of (semi-)automated artifact analysis to identify and characterize the students’ comprehension problems around knowledge artifacts. In the first study, protocols from a “flipped classroom” style teacher-student workshop are analyzed. The second study analyses comments to videos from educational video platforms. Here, we have applied text analysis methods to identify potential problems of understanding. Also, we have used “signal words” and their relations to domain concepts to highlight potential information needs and problems of understanding.