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Abstract Title: Blurring the Boundary Between Physics Problem Solving and Students' Peer Cultural Practices
Abstract: This study investigates differences in AP physics students' solutions to problems when creating them in traditional pencil and paper notebooks and in screencasts. The students' notebook and screencast solutions were examined for structural differences in their problem solving procedures and for correctness. These findings were combined with the examination of students' self-reports of behaviors and experiences while creating their solutions. Findings show that, within this classroom environment, students created more complete solutions to traditional physics problems and were more likely to get the correct answer when doing them on screencasts versus notebooks. Student surveys show that they felt more socially connected, increased authorship, and less frustration when creating solutions in their screencasts. Our findings suggest that the improvements in student work and increased social interactions were associated with the iPad-based screencasts acting as boundary objects, giving students the opportunities to creatively incorporate personally meaningful practices into their physics assignments.
Abstract Type: Symposium Poster
Targeted Session: Using technology to enhance physics teaching: Research-based technology innovations

Author/Organizer Information

Primary Contact: Ben Van Dusen
University of Colorado Boulder
and Co-Presenter(s)
Valerie Otero, University of Colorado Boulder

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Contributed Poster

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