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Abstract Title: Transformative Experiences and Conceptual Understanding of Force and Motion
Abstract: This research investigates relationships between students' understanding of force and motion as measured by the Force Concept Inventory (FCI) and their out-of-school engagement as measured by the Transformative Experience (TE) Survey. Surveys were administered in an introductory algebra-based physics course (N = 68 completely matched). Positive correlations are observed between students' overall TE scores and FCI pre and post scores (r = 0.4, p < 0.005). Correlations between TE scores and FCI normalized gains, however, are not statistically different from zero. These preliminary results suggest that students with a better understanding of force and motion concepts may more readily transfer understanding outside of the class, but out-of-school engagement may not be contributing to further learning gains. We conclude with a discussion of how responses to individual statements on the TE survey vary between students in the top and bottom quartiles based on FCI performance.

This material is based upon work supported by the National Science Foundation under Grant Nos. 1140785 and 1140784.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Brian W. Frank
Middle Tennessee State University
1301 E. Main St.
Box 71
Murfreesboro, TN 37130
Phone: 4802359174
Co-Author(s)
and Co-Presenter(s)
Paul Mittura, Middle Tennessee State University

Contributed Paper

Contributed Paper: Download the Contributed Paper