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Surprise! students don’t do special-case analysis when unaware of it
written by
MacKenzie Lenz, Paul J. Emigh, and Elizabeth Gire
Special-case analysis--setting parameters to special values and checking that the answer is consistent with previously known results or physical intuitions--is a common strategy for reflecting on the correctness and meaning of answers to physics problems. We interviewed eleven calculus-based introductory physics students to learn about their use of such reflection strategies. Six of the students were enrolled in a reformed course where students were prompted to reflect on their homework solutions. Checking special cases was specifically suggested in the homework instructions as a reflection strategy. Five students were in a different course that did not prompt reflection on homework. During the interviews, none of the students performed a special-case analysis or were familiar with the strategy. We suggest that students need explicit instruction on how to do a special-case analysis if they are expected to perform it while reflecting on answers to physics problems.
Physics Education Research Conference 2018
Part of the PER Conference series Washington, DC: August 1-2, 2018
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Record Link
<a href="https://www.per-central.org/items/detail.cfm?ID=14813">Lenz, M, P. Emigh, and E. Gire. "Surprise! students don’t do special-case analysis when unaware of it." Paper presented at the Physics Education Research Conference 2018, Washington, DC, August 1-2, 2018.</a>
AIP Format
M. Lenz, P. Emigh, and E. Gire, , presented at the Physics Education Research Conference 2018, Washington, DC, 2018, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14813&DocID=4960).
AJP/PRST-PER
M. Lenz, P. Emigh, and E. Gire, Surprise! students don’t do special-case analysis when unaware of it, presented at the Physics Education Research Conference 2018, Washington, DC, 2018, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14813&DocID=4960>.
APA Format
Lenz, M., Emigh, P., & Gire, E. (2018, August 1-2). Surprise! students don’t do special-case analysis when unaware of it. Paper presented at Physics Education Research Conference 2018, Washington, DC. Retrieved November 4, 2024, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14813&DocID=4960
Chicago Format
Lenz, M, P. Emigh, and E. Gire. "Surprise! students don’t do special-case analysis when unaware of it." Paper presented at the Physics Education Research Conference 2018, Washington, DC, August 1-2, 2018. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14813&DocID=4960 (accessed 4 November 2024).
MLA Format
Lenz, MacKenzie, Paul Emigh, and Elizabeth Gire. "Surprise! students don’t do special-case analysis when unaware of it." Physics Education Research Conference 2018. Washington, DC: 2018. of PER Conference. 4 Nov. 2024 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14813&DocID=4960>.
BibTeX Export Format
@inproceedings{
Author = "MacKenzie Lenz and Paul Emigh and Elizabeth Gire",
Title = {Surprise! students don’t do special-case analysis when unaware of it},
BookTitle = {Physics Education Research Conference 2018},
Address = {Washington, DC},
Series = {PER Conference},
Month = {August 1-2},
Year = {2018}
}
Refer Export Format
%A MacKenzie Lenz %A Paul Emigh %A Elizabeth Gire %T Surprise! students don't do special-case analysis when unaware of it %S PER Conference %D August 1-2 2018 %C Washington, DC %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14813&DocID=4960 %O Physics Education Research Conference 2018 %O August 1-2 %O application/pdf
EndNote Export Format
%0 Conference Proceedings %A Lenz, MacKenzie %A Emigh, Paul %A Gire, Elizabeth %D August 1-2 2018 %T Surprise! students don't do special-case analysis when unaware of it %B Physics Education Research Conference 2018 %C Washington, DC %S PER Conference %8 August 1-2 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14813&DocID=4960 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. Surprise! students don’t do special-case analysis when unaware of it:Know of another related resource? Login to relate this resource to it. |
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