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Abstract Title: Tracking Epistemological Changes throughout a Three-Course Sequence
Abstract: As part of a large study of how student ideas change in response to instruction, we collect student test data frequently throughout a course, allowing for the measurement of the time-evolution of student knowledge.  We tracked students'  beliefs about the connections between physics class and real world ideas throughout a three-quarter sequence in introductory physics at the advanced honors level. In general, scores decline steadily throughout the sequence, though there are some interesting anomalies.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Eleanor Sayre
Wabash College