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Abstract Title: Exploring Student Learning Profiles in Algebra-based Studio Physics: A Person-Centered Approach
Abstract: As part of a project to explore successful strategies for using studio methods, such as SCALE-UP, we explore strategic self-regulatory and motivational characteristics of students in said courses at three universities with varying student populations and differing success in studio-mode courses. We survey students using compiled questions from several existing questionnaires designed to measure student characteristics such as attitudes toward and motivations for learning physics, organization of scientific knowledge, experiences outside the classroom, and demographics. Other studies have identified five distinct learning profiles across varying student populations. Using a person-centered approach, we utilize cluster analysis methods to group students into learning profiles to better understand the study strategies and motives of algebra-based studio physics students. We present results from first-semester and second-semester studio-mode introductory physics courses across three universities. We identify these five distinct learning profiles and investigate demographics and concept inventory performance within and across them.

This work was funded by the National Science Foundation (Grant No. DUE-1347515).
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Jarrad W.T. Pond
4000 Central Florida Blvd.
Building 121 PS 430
Orlando, FL 32816
Phone: 3862127216
and Co-Presenter(s)
Dr. Jacquelyn J. Chini