Conceptual gains and response patterns during short formative cycles with error laden concept maps in climate change education

This study examines short, mixed formative cycles where teacher-designed error-laden concept maps surface misconceptions and trigger personalised feedback, released immediately at the end of each activity. Misconceptions about climate change can block near-term learning opportunities. Brief, low-overhead cycles embedded in routine coursework may help redirect students rapidly. Eighty-seven undergraduates completed two assessments in Moodle one week apart. The error-laden concept maps elicited st