PERC 2010 Abstract Detail Page
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| Abstract Title: | Structuring Classroom Discussion Using Formative Assessment Rubrics |
|---|---|
| Abstract: | There has been substantial research on students' abilities to engage in a scientific discussion and think critically in a science class. I will discuss a view that scientific critical thinking is not something innate, but has to be learned through a socio-cultural process. It involves inductees (students) becoming increasingly involved in a specialized discourse that has fixed rules, but whose rules are seldom made explicit within the physics community that uses them. I will then discuss one method of making these "discourse rules" of physics explicit for students by using formative assessment rubrics. I will provide some examples of how these rubrics can be implemented, and examine their effectiveness in a physics class. |
| Abstract Type: | Targeted Poster |
| Targeted Session: | How to think and talk like a physicist? |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
Author/Organizer Information | |
| Primary Contact: |
David T. Brookes Florida International University Physics Department |
