PERC 2011 Abstract Detail Page
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| Abstract Title: | Assessing Non-content Goals in Upper-Division Physics |
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| Abstract: | In addition to many content goals in specific physics subdisciplines, we all have many other goals for upper-division students, including robust mathematical, experimental, and computational skills. Our majors should be able to bring a variety of sensemaking tools to their problem-solving: spatial and geometric reasoning, physical intuition, knowledge of the dimensions and sizes of physical quantities, and the ability to compare their answers to known special examples and limiting cases. They should have a strong sense of how theory and experiment relate and how applications play out in the real world. Above all, we want our majors to be self-confident problem-solvers who identify themselves as professionals, capable of learning new content and skills as necessary, and of working effectively in both independent and team environments. In the Paradigms in Physics program at Oregon State University, we have developed a number of curricular strategies intended to foster these skills and attitudes. During this poster session, we will attempt to facilitate discussion about research strategies that might allow us to begin assessing these non-curriculum goals. |
| Abstract Type: | Gallery Session Poster |
| Poster Gallery Session: | Formative and Summative Assessment in Upper-level Physics |
Author/Organizer Information | |
| Primary Contact: |
Corinne Manogue Oregon State University |
