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Abstract Title: Epistemic Impact on Group Problem Solving for Different Science Majors
Abstract: Implementation of cognitive apprenticeship in an introductory physics lab group problem solving exercise may be mitigated by epistemic views toward physics of non-physics science majors. Quantitative pre-post data of the FCI and CLASS surveys of 41 students, while describing typical results for a traditional-format course overall (g = 0.15), suggest differences in epistemic views between health science majors and life science majors which may correlate with differences in pre-post conceptual understanding.  Audiovisual data of student lab groups working on a context-rich problem, taken near the end of the semester of a first-semester algebra-based introductory physics course, describes each group's typical dynamics and chosen epistemic games (noting which are prompted and which are voluntarily chosen). We investigate possible correlations between quantitative survey results and qualitative audiovisual data, testing whether epistemic games utilized by individuals within lab groups on a coordinated group problem solving task correspond with expectations indicated from pre-post data.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Andrew Mason
University of Central Arkansas
Department of Physics and Astronomy
Lewis Science Center 171
Conway, AR 72035
Phone: 501-852-0050
and Co-Presenter(s)
Charles Bertram - University of Central Arkansas

Contributed Poster

Contributed Poster: Download the Contributed Poster