Table 1.
Submitted responses broken down by demographic information.
Table 2.
Examples of individual evaluation and group comparison items on the Eco-BLIC and PLIC.
Fig 1.
Idealized multi-pie chart graph representing expected alignment between individual evaluation and group comparison items on the Eco-BLIC and PLIC.
The x- and y-axes represent rankings on the individual evaluation questions for Groups 1 and 2 (or field and lab groups), respectively. The colors in the legend at the top of the figure denote responses to the group comparison items. In this idealized example, all pie charts are the same size to indicate that the student answers are equally proportioned across all answer combinations.
Fig 2.
Boxplots representing mean scores and standard errors of individual evaluation questions for Group 1 and Group 2 across the Eco-BLIC and PLIC scenarios.
Each box represents the interquartile range (IQR). Lines within each box represent the median. Circles represent outliers of mean scores for each question.
Fig 3.
Alignment between individual evaluation and group comparison items.
The x- and y-axes represent students’ rankings on the individual evaluation questions for Groups 1 and 2 on each assessment, respectively, where 1 indicates weakness and 4 indicates strength. The overall size of each pie chart represents the proportion of students who responded with each pair of ratings. The colors in the pie charts denote the proportion of students’ responses who chose each option on the group comparison items. (A) Eco-BLIC bass-mayfly scenario (B) Eco-BLIC owl-mouse scenario (C) PLIC oscillation periods of masses hanging on springs scenario.
Fig 4.
Heat maps representing differences in student responses on the group comparison items with and without individual evaluation questions.
The x-axis denotes students’ responses on the group comparison items (i.e., whether they ranked Group 1 as more effective, Group 2 as more effective, both groups as highly effective, or neither group as effective/both groups were minimally effective). The y-axis lists each of the study features that students compared between the field and lab groups. White and lighter shades of red indicate a lower percentage of student responses, while brighter red indicates a higher percentage of student responses. (A) Eco-BLIC bass-mayfly scenario. (B) Eco-BLIC owl-mouse scenario. (C) PLIC oscillation periods of masses hanging on springs scenario.