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Abstract Title: Student Problem Design: Learner-Driven Creation and Evaluation in Physics Assignments
Abstract: Writing assignments can be an effective way of getting students to practice higher-order learning skills in physics.  One example of such an assignment is that of problem design.  One version of the problem design assignment asks the student to evaluate the material from a chapter, after all instruction and other activities are complete.  The student is to decide what concepts and ideas are most central, or critical in the chapter, and construct a problem that he or she feels best encompasses the major themes.  Ideally, the designed problem could be given to another student to see if he or she truly understood the important concepts and problem–solving strategies in the chapter.  Students share these problems via Blackboard or another course web shell.  Here, we introduce the assignment and use two concept surveys (FCI and EMCS) to attempt to measure conceptual gains for students completing the problem design assignment.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Eric Mandell
Bowling Green State University
3206 Penrose Avenue
Toledo, OH 43614
Phone: 314-276-1156