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Abstract Title: The Categorization of Sense-Makers in Introductory Mechanics
Abstract: An important part of introductory physics is learning the skill of sense-making, or what we call "thinking like a physicist". The focus of this study was to identify the ways of thinking that introductory physics students engage in to make sense of physics ideas and problems. We then identified groups of students based on patterns of these sense-making activities. By coding several open-ended questions answered by the students (n=63) and performing a cluster analysis on the coded responses, we were able to find several distinguishable clusters of sense-makers. Interviews provided more details about some of the sense-making strategies reported by students. This study gives insight to student sense-making processes in an introductory physics course.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Brinkley Mathews
University of Memphis
CPS 2324
Memphis, TN 38152
Phone: 6155872413
and Co-Presenter(s)
Elizabeth Gire, University of Memphis