PERC 2013 Abstract Detail Page
Previous Page | New Search | Browse All
| Abstract Title: | Teaching problem categorization using computer-based feedback |
|---|---|
| Abstract: | Categorization tasks are commonly used as a measure of problem solving expertise, but they might also be useful pedagogical tools for highlighting the concepts and principles needed to solve problems. In this study, introductory physics students viewed several pairs of problems on a computer screen and were asked to judge whether the problems would be solved similarly. We found that students who received elaborate principle-based feedback on their answer then increased their use of physics principles when explaining their choices, whereas students who did not receive detailed feedback continued to make decisions based on quantities and surface-level problem features. Additional study findings will be discussed and instructional implications will be proposed. |
| Abstract Type: | Symposium Poster |
| Targeted Session: | Facilitating thinking and learning in physics classrooms |
Author/Organizer Information | |
| Primary Contact: |
Jennifer Docktor University of Wisconsin – La Crosse |
| Co-Author(s) and Co-Presenter(s) |
Jose Mestre, University of Illinois at Urbana-Champaign Brian Ross, University of Illinois at Urbana-Champaign |
