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Abstract Title: Reflective Discourse Techniques: From in-class discussions to out-of-classroom problem solving
Abstract: Some instructors give prompts that encourage students to articulate their beliefs and conceptions, as well as encourage students to understand the thoughts of their peers.  This reflective discourse is used in a classroom at Lane Community College, where the instructor explicitly has discourse goals in his course structure. We investigated whether students mimic this discourse when solving problems outside of the classroom context.  In order to examine this, we interviewed groups of students in this calculus-based introductory physics class, after the end of spring term 2012. The students were asked to solve open-ended problems using a think aloud protocol in small groups, with analysis of their discourse focused on whether students applied the reflective discourse practiced during the course. Students were then asked a series of follow-up questions to reflect upon their experiences in the course. This paper will address the findings of this study.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Wendi Wampler
Oregon State University
301 Weniger Hall
Corvallis, OR 97331
Phone: 3179971816
and Co-Presenter(s)
Dedra Demaree
Dennis Gilbert