PERC 2008 Abstract Detail Page
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| Abstract Title: | Developing Learning Skills in the Physics Classroom to Attend to Diverse Populations |
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| Abstract: | Physics Instructors believe many students enter their classes lacking the learning skills required to perform well in the introductory physics course. Yet traditional university teaching typically does not attempt to develop students' learning skills required to benefit from the physics course. An essential skill mentioned frequently is reflection in problem solving while carrying out a paper pencil task or while performing an experiment. Reflection upon the problem solving process in both types of tasks could include evaluating one's own solution, self-diagnosing former steps while elaborating the understanding of the physics involved in the problem, as well as the perception that such behavior is constructive. How do students entering the introductory physics classroom differ in their reflection in problem solving? To what extent does this distribution of skill predict students' ability to learn the material taught in the course? Does this skill improve as the students progress through traditional university courses which typically do not attempt to develop students' learning skills? How can we modify instruction to help develop these learning skills in students who need it while also benefiting the students who already possess these learning skills? The posters in the session will shed light on diverse aspects of the subject as follows: (1) the connection between learning skills and the achievements of the students in class, (2) instructors' approaches regarding the development of these skills, (3) students' epistemic stance regarding learning from problem solving both while performing paper pencil tasks and performing experiments, and (4) possible interventions aimed to help students reflect upon the problem solving process in different situations. |
| Abstract Type: | Targeted Poster Session |
Author/Organizer Information | |
| Primary Contact: |
E. Yerushalmi / C. Singh Weizmann Institute of Science/University of Pittsburgh 3941 Ohara St. Department of Physics, University of PIttsburgh Pittsburgh, PA 15260 Phone: 412-624-9045 Fax: 4126249163 |
Targeted Poster Session Specific Information | |
| Poster 1 Title: | From Diagnostic Skills to Success in the Physics Classroom |
| Poster 1 Authors: | Edit Yerushalmi and Elisheva Cohen, Wiezmann Institute, Andrew Mason and Chandralekha Singh, University of Pittsburgh |
| Poster 2 Title: | Strategy Writing and Conceptual Gains Among At-Risk Physics Students |
| Poster 2 Authors: | Adam D. Smith, Gary Gladding, Jose Mestre and Robert Putman, University of Illinois, Urbana Champaign |
| Poster 3 Title: | Helping Students Develop Scientific Habits of Mind |
| Poster 3 Authors: | E. Etkina, A. Karelina, and M. Ruibal-Villasenor, Rutgers University |
| Poster 4 Title: | Reflective Problem Solving Skills are Essential for Learning, but It is Not My Job to Teach Them |
| Poster 4 Authors: | Charles Henderson, Western Michigan University Edit Yerushalmi and Elisheva Cohen, Weizmann Institute, Vince Kuo, Ken Heller and Pat Heller, University of Minnesota |
| Poster 5 Title: | Collaborative Diagnosis of Scientific and Pedagogical Conceptions: A Strategy for Training Preservice Teachers |
| Poster 5 Authors: | Osnat Eldar, Bat-Sheva Eylon, Miky Ronen Weizmann Institute of Science, Israel |
