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Abstract Title: Learning gains on Newtonian conceptual reasoning in an iterative, project-based course design
Abstract: I compare the normalized gain on conceptual Newtonian reasoning in a course based on iterative design projects (Learning by Design - TM) to a linear non project based course design in middle school. In addition to pre/post gains, I also measure incremental changes over time and detect a degradation of performance at intermediate times. This is interpreted as an example of U-shaped development, which I argue implies a fairly stringent criticism of stand-alone pre/post testing as an assessment strategy.
Abstract Type: Contributed Poster

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Author/Organizer Information

Primary Contact: Paul J. Camp
Spelman College
350 Spelman Lane
P.O. Box 373
Atlanta, GA 30314
Phone: 404-270-5864