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Abstract Title: Applying analogical reasoning to introductory-level synthesis problems
Abstract: Synthesis problems represent a unique challenge for students by requiring multiple physics concepts. In this study, we compared the effect of two types of intervention on subsequent student performance with a target synthesis problem. Students either solved two single-concept problems (priming) or compared worked solutions across one of four different analogical reasoning conditions. These four conditions varied according to the type of examples compared (single concept vs. synthesis) and structural similarity to the target problem (near vs. far). Taken together, the analogical reasoning conditions had a significant effect (d=0.31) over control. However, there were no significant differences between the different analogical reasoning conditions, or between analogical reasoning and priming.  Although student responses on the target synthesis problem were similar across conditions, their responses  to the analogical reasoning tasks showed potentially useful differences in referenced physics concepts and response grain size, from generic to more precise.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Ryan Badeau
The Ohio State University
191 W Woodruff Avenue
Columbus, OH 43210
Phone: 6073465196
and Co-Presenter(s)
Daniel White, Bashirah Ibrahim, Lin Ding, Andrew Heckler (The Ohio State University)