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Abstract Title: Reading through interrogation: A theoretical framework
Abstract: Being able to read and interpret scientific texts is an essential scientific ability for our students. One method that has been developed to enhance students' ability to read texts is a question-based reading strategy, the interrogation method. Students read a section of the text and then use the information found in the section to answer the question "Why is this sentence true?" for a paraphrased sentence from that section. Critical to the efficacy of this method is the selection of productive sentences for students to interrogate. Sentences that are highly interrogatable require students to reason through the text and connect concepts in order to completely respond to the prompt. We have explored the use of this method in an introductory physics course. This poster will discuss the framework we have developed for choosing productive sentences that are both highly interrogatable and have a high epistemological value.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Robert Zisk
Rutgers University
10 Seminary Pl
New Brunswick, NJ 08901
Phone: 7326729432
and Co-Presenter(s)
Elana Resnick, Eugenia Etkina