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Abstract Title: Influence of Visual Cueing and Correctness Feedback on Students’ Reasoning during Problem Solving
Abstract: Research has demonstrated that visual cues can help direct students' attention to relevant areas of a diagram and facilitate problem solving. In this study, we investigate the effect of visual cues and correctness feedback in conceptual physics problems containing a diagram with respect to the comprehension of physics concepts. Students enrolled in an introductory mechanics course were individually interviewed. Using think-aloud protocol, students worked through four sets of problems containing a diagram. Each problem set contained an initial problem, six isomorphic training problems, a near transfer problem, and a far transfer problem. The students provided verbal responses to the problems. Students in the cued condition saw visual cues on the training problems, and students in the feedback condition were told whether their responses were correct or incorrect.  We discuss the influence of both cueing and feedback on students' reasoning in the training and transfer problems.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Elise Agra
Kansas State University
116 Cardwell Hall
Department of Physics
Manhattan, KS 66506-2601
Co-Author(s)
and Co-Presenter(s)
Mitchell Burkett, Kansas State University
John Hutson, Kansas State University
Lester C. Loschky, Kansas State University
N. Sanjay Rebello, Kansas State University