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Abstract Title: The Use of Representations in Evidence-Based and Non-Evidence-Based Physics Activities
Abstract: Representations such as graphs, pictures, words, and equations play a crucial role in the pedagogy of introductory physics.  Activities such as labs and tutorials often require students to analyze and produce these representations.  We investigate the use of representations in a variety of activities.  Specifically, we examine both labs and tutorials as well as both evidence-based and non-evidence-based activities.  We define evidence-based activities as those that have been connected with positive learning outcomes in published research articles.  Our evidenced-based activities are inspired by physics education research, while our non-evidence-based activities are more traditional.  We compare and contrast the use of representations among these types of activities.  We investigate several uses of representations, including representations produced by the student; representations provided by the activity; and representations that the student re-examines at a later point in the activity.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Joshua Von Korff
Georgia State University
25 Park Place NE, room 605
Atlanta, GA 30303
Phone: 404 413 6009
and Co-Presenter(s)
Chang Zhan - Georgia State University
Birjoo Vaishnav - University of West Georgia
Jacquelyn Chini - University of Central Florida
Ashley Warneke - Georgia State University
Ozden Sengul - Georgia State University