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Abstract Title: Correlating Students' Use of Multiple Representations on the FMCE
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

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