PERC 2013 Abstract Detail Page
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| Abstract Title: | Toward Identifying the Sense-Making Habits of Introductory Physics Students |
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| Abstract: | Deep understandings of physics require students to make sense of physics ideas and problems rather than recalling information or performing algorithmic procedures. Sense-making activities during problem-solving might include visualizing the problem situation, searching for a formula, or comparing the problem situation to a real world example. We surveyed n=35 introductory physics students about their sense-making activities while solving physics problems. The survey included items from the Colorado Learning Attitudes about Science Survey (CLASS). We then conducted focus group interviews and problem-solving interviews with a subset of these students in order to identify the students' sense-making activities as they occurred. Based on the survey and interview data, we make observations about the sense-making activities of introductory physics students. |
| Abstract Type: | Contributed Poster Presentation |
Author/Organizer Information | |
| Primary Contact: |
Brinkley Mathews University of Memphis CPS 2324 Memphis, TN 38152 Phone: 6155872413 |
| Co-Author(s) and Co-Presenter(s) |
Elizabeth Gire |
