Developing and Testing an Instrument to Diagnose and Measure Change in Conceptual Understanding of ENSO Among Undergraduates

Date of Award

8-2025

Degree Name

Doctor of Philosophy

Department

Science Education

First Advisor

William W. Cobern, Ph.D.

Second Advisor

Heather Petcovic, Ph.D.

Third Advisor

Lei Meng, Ph.D.

Keywords

Conceptual change, learning gains, ENSO, concept inventory, assessment, validation, geoscience education

Abstract

Measuring conceptual change and learning gains is essential for effective instruction, as meaningful learning depends on students’ prior knowledge and mental frameworks. As Ausubel emphasized, students enter the classroom with pre-existing ideas, both accurate and inaccurate, that instructors must address to facilitate deeper understanding. Identifying students’ prior knowledge and alternative conceptions is key to fostering cognitive progress through formal in-struction. This study reports on the iterative development and evaluation of the ENSO Concept Inventory, a discipline-based, multiple-choice assessment designed to measure conceptual change and learning gains in students' understanding of the El Niño Southern Oscillation (ENSO) before and after instruction. The inventory assesses four key aspects of ENSO: meaning, causes, mechanisms, and impacts. Instrument development involved expert review and pilot test-ing to ensure content validity. Evaluation included administration to approximately 300 students across ten entry-level geography courses at two Midwestern institutions, with surveys conducted twice per semester over two semesters. Data collection included survey responses and semi-structured interviews. A mixed-methods analysis incorporated statistical t-tests to compare pre- and post-test scores, and content analysis to examine conceptual change, learning gains, and prevalent alternative conceptions. Internal consistency was evaluated using Cronbach’s Alpha, while test-retest analysis assessed reliability and item-level stability. Results indicate significant post-instruction learning gains and conceptual change, supporting the ENSO Concept Inventory as a valid and reliable assessment tool. These findings offer a foundation for refining and adapt-ing the instrument for diverse populations and more advanced ENSO-related concepts, while also providing valuable insights for instructors seeking to address persistent challenges in ENSO education.

Access Setting

Dissertation-Abstract Only

Restricted to Campus until

8-1-2027

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