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PERC 2015 Abstract Detail Page

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Abstract Title: Troubleshooting Formative Feedback in P3 (Projects and Practices in Physics)
Abstract: P3 is a new introductory mechanics course at Michigan State University that has been piloted during the fall/spring semesters of 2014/2015. An important focus of the P3 classroom is the development of scientific practices. However, it is difficult for students to learn scientific practices, such as communicating scientific information or constructive argumentation, without feedback based on observing students engaging in these practices. As part of the instruction and assessment in P3, students are provided with feedback that provides students with a weekly score and commentary that is aimed at guiding the students in the appropriation of scientific practices. Taking an action research approach to the design of the P3 curriculum student interviews have been conducted aimed at obtaining students reflections of different aspects of the class design to inform further iterations. This poster explores students' reflections on the feedback aspect of the class and the difficulties they encountered.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Paul Irving
Michigan State University and CREATE for STEM Institute (MSU)
1310A Biomedical and Physical Sciences Building
Michigan State University
East Lansing, MI 48824
Phone: 7852361779
and Co-Presenter(s)
Vashti Sawtelle
Michigan State University and Lyman Briggs College (MSU)

Marcos "Danny" Caballero
Michigan State University and CREATE for STEM Institute (MSU)