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Evolution of Student Knowledge in a Traditional Introductory Classroom
written by
Eleanor C. Sayre and Andrew F. Heckler
In the physics education research community, a common format for evaluation is pre- and post-tests. In this study, we collect student test data many times throughout a course, allowing for the measurement of the changes of student knowledge with a time resolution on the order of a few days. The data cover the first two quarters (mechanics, E&M) of a calculus-based introductory sequence populated primarily by first- and second-year engineering majors. To avoid the possibility of test-retest effects, separate and quasi-random subpopulations of students are evaluated every week of the quarter on a variety of tasks. Unsurprisingly for a traditional introductory course, there is little change on many conceptual questions. However, the data suggest that some student ideas peak and decay rapidly during a quarter, a pattern consistent with memory research yet unmeasurable by pre-/post-testing.
Physics Education Research Conference 2008
Part of the PER Conference series Edmonton, Canada: July 23-24, 2008 Volume 1064, Pages 195-198
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![]() <a href="https://www.per-central.org/items/detail.cfm?ID=8018">Sayre, Eleanor, and Andrew F. Heckler. "Evolution of Student Knowledge in a Traditional Introductory Classroom." Paper presented at the Physics Education Research Conference 2008, Edmonton, Canada, July 23-24, 2008.</a>
![]() E. Sayre and A. Heckler, , presented at the Physics Education Research Conference 2008, Edmonton, Canada, 2008, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=8018&DocID=714).
![]() E. Sayre and A. Heckler, Evolution of Student Knowledge in a Traditional Introductory Classroom, presented at the Physics Education Research Conference 2008, Edmonton, Canada, 2008, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=8018&DocID=714>.
![]() Sayre, E., & Heckler, A. (2008, July 23-24). Evolution of Student Knowledge in a Traditional Introductory Classroom. Paper presented at Physics Education Research Conference 2008, Edmonton, Canada. Retrieved February 12, 2025, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=8018&DocID=714
![]() Sayre, Eleanor, and Andrew F. Heckler. "Evolution of Student Knowledge in a Traditional Introductory Classroom." Paper presented at the Physics Education Research Conference 2008, Edmonton, Canada, July 23-24, 2008. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=8018&DocID=714 (accessed 12 February 2025).
![]() Sayre, Eleanor, and Andrew F. Heckler. "Evolution of Student Knowledge in a Traditional Introductory Classroom." Physics Education Research Conference 2008. Edmonton, Canada: 2008. 195-198 Vol. 1064 of PER Conference. 12 Feb. 2025 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=8018&DocID=714>.
![]() @inproceedings{
Author = "Eleanor Sayre and Andrew F. Heckler",
Title = {Evolution of Student Knowledge in a Traditional Introductory Classroom},
BookTitle = {Physics Education Research Conference 2008},
Pages = {195-198},
Address = {Edmonton, Canada},
Series = {PER Conference},
Volume = {1064},
Month = {July 23-24},
Year = {2008}
}
![]() %A Eleanor Sayre %A Andrew F. Heckler %T Evolution of Student Knowledge in a Traditional Introductory Classroom %S PER Conference %V 1064 %D July 23-24 2008 %P 195-198 %C Edmonton, Canada %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=8018&DocID=714 %O Physics Education Research Conference 2008 %O July 23-24 %O application/pdf ![]() %0 Conference Proceedings %A Sayre, Eleanor %A Heckler, Andrew F. %D July 23-24 2008 %T Evolution of Student Knowledge in a Traditional Introductory Classroom %B Physics Education Research Conference 2008 %C Edmonton, Canada %V 1064 %P 195-198 %S PER Conference %8 July 23-24 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=8018&DocID=714 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.
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