PERC 2015 Abstract Detail Page
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| Abstract Title: | The Use of Representations in Evidence-Based and Non-Evidence-Based Physics Activities |
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| 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 |
| Co-Author(s) 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 |
