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Effects of Argumentation Scaffolds on Student Performance on Conceptual Physics Problems
Studies have shown that embedding scientific argumentation in problem solving can enhance problem solving skills. However, research has also indicated that students have difficulties constructing arguments without appropriate scaffolds. We investigated the use of argumentation scaffolds on students' argumentation quality, conceptual quality, and solution strategies on conceptual problems in an introductory physics class. In this mixed method study we compared students' performance in two guided conditions – constructing an argument and evaluating two arguments – as well as one control condition. Our results indicate that the use of guiding prompts improves the argumentation and conceptual quality of students' solutions. Further, students in the guided conditions tended to use a wider variety of problem solving strategies than in the control condition. We discuss the implications of these results on the use of argumentation prompts on conceptual problems in introductory physics.
Physics Education Research Conference 2013
Part of the PER Conference series Portland, OR: July 17-18, 2013 Pages 293-296
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Record Link
<a href="https://www.per-central.org/items/detail.cfm?ID=13185">Rebello, C, L. Barrow, and N. Rebello. "Effects of Argumentation Scaffolds on Student Performance on Conceptual Physics Problems." Paper presented at the Physics Education Research Conference 2013, Portland, OR, July 17-18, 2013.</a>
AIP Format
C. Rebello, L. Barrow, and N. Rebello, , presented at the Physics Education Research Conference 2013, Portland, OR, 2013, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13185&DocID=3732).
AJP/PRST-PER
C. Rebello, L. Barrow, and N. Rebello, Effects of Argumentation Scaffolds on Student Performance on Conceptual Physics Problems, presented at the Physics Education Research Conference 2013, Portland, OR, 2013, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13185&DocID=3732>.
APA Format
Rebello, C., Barrow, L., & Rebello, N. (2013, July 17-18). Effects of Argumentation Scaffolds on Student Performance on Conceptual Physics Problems. Paper presented at Physics Education Research Conference 2013, Portland, OR. Retrieved December 3, 2024, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13185&DocID=3732
Chicago Format
Rebello, C, L. Barrow, and N. Rebello. "Effects of Argumentation Scaffolds on Student Performance on Conceptual Physics Problems." Paper presented at the Physics Education Research Conference 2013, Portland, OR, July 17-18, 2013. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13185&DocID=3732 (accessed 3 December 2024).
MLA Format
Rebello, Carina, Lloyd Barrow, and N. Sanjay Rebello. "Effects of Argumentation Scaffolds on Student Performance on Conceptual Physics Problems." Physics Education Research Conference 2013. Portland, OR: 2013. 293-296 of PER Conference. 3 Dec. 2024 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13185&DocID=3732>.
BibTeX Export Format
@inproceedings{
Author = "Carina Rebello and Lloyd Barrow and N. Sanjay Rebello",
Title = {Effects of Argumentation Scaffolds on Student Performance on Conceptual Physics Problems},
BookTitle = {Physics Education Research Conference 2013},
Pages = {293-296},
Address = {Portland, OR},
Series = {PER Conference},
Month = {July 17-18},
Year = {2013}
}
Refer Export Format
%A Carina Rebello %A Lloyd Barrow %A N. Sanjay Rebello %T Effects of Argumentation Scaffolds on Student Performance on Conceptual Physics Problems %S PER Conference %D July 17-18 2013 %P 293-296 %C Portland, OR %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13185&DocID=3732 %O Physics Education Research Conference 2013 %O July 17-18 %O application/pdf
EndNote Export Format
%0 Conference Proceedings %A Rebello, Carina %A Barrow, Lloyd %A Rebello, N. Sanjay %D July 17-18 2013 %T Effects of Argumentation Scaffolds on Student Performance on Conceptual Physics Problems %B Physics Education Research Conference 2013 %C Portland, OR %P 293-296 %S PER Conference %8 July 17-18 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13185&DocID=3732 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
Citation Source Information
The AIP Style presented is based on information from the AIP Style Manual. The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. Effects of Argumentation Scaffolds on Student Performance on Conceptual Physics Problems:Know of another related resource? Login to relate this resource to it. |
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