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Abstract Title: Methodology and/or Technology: Making Difference in Improving Students’ Problem Solving Skills
Abstract: In a recent study at Louisiana State University, introductory physics students improved retention, conceptual understanding and problem solving abilities when one of three weekly lectures were replaced with group problem solving sessions facilitated with pen-input computers (Tablet PCs) and interaction software (DyKnow).
The research goal of the present study was to isolate the effect of the methodology itself from that of the involved technology. In Fall of 2011 we compared the performance of students taking the same introductory physics lecture course while enrolled in two separate problem-solving sections. One section used pen-based computing to facilitate group problem solving while the other section used low-tech venues such as whiteboards. Sections then traded technologies they used.  While a variety of informative usage patterns were observed with both user groups, analysis indicates no significant difference in scores of the two groups.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Zdeslav Hrepic
Columbus State University
1500 Ridge Creek Way
Columbus, GA 31904
Phone: 706-221-0965
and Co-Presenter(s)
Katherine Lodder
Kimberly Shaw

Contributed Poster

Contributed Poster: Download the Contributed Poster