PERC 2015 Abstract Detail Page
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| Abstract Title: | Correlating Students' Use of Multiple Representations on the FMCE |
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| Abstract: | Studies show that students solve problems differently if they are posed verbally or graphically [1]. Similarly, class average scores on the Force and Motion Conceptual Evaluation (FMCE) often differ for questions involving verbal statements about forces and those involving graphs of force over time [2]. We expand on this work by examining individual students' responses to two question clusters on the FMCE (Force Sled and Force Graphs [2]) and seeking correlations between student use of both correct and common incorrect models. Data are drawn from pre- and post-instruction surveys at several institutions, including a four-year research-intensive university and a two-year college. [1] D. E. Meltzer, Am. J. Phys. 73, 463 (2005). [2] T. I. Smith, M. C. Wittmann, and T. Carter, Phys. Rev. ST Phys. Educ. Res. 10, 020102 (2014). |
| Abstract Type: | Contributed Poster Presentation |
Author/Organizer Information | |
| Primary Contact: |
Trevor I. Smith Rowan University |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
