PERC 2015 Abstract Detail Page
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| Abstract Title: | Potential Relationship of Chosen Major to Problem Solving Attitudes and Course Performance |
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| Abstract: | Introductory algebra-based physics courses frequently feature multiple student major populations in the same course section; however, different majors' requirements may impact students' motivations towards different aspects of the course material, e.g. problem solving, and hence, impact course performance. A preliminary categorization of student attitudes towards a lab group coordinated problem solving exercise, in which students individually reflect on their group-based problem attempt, is based upon students' written interpretations about the usefulness of the exercise: respectively towards intrinsic value of a problem solving framework, towards performing well in the course, and towards less specific aspects of the exercise. The relationship between choice of major and this preliminary categorization for a typical algebra-based physics course is analyzed, as are trends by major and by category type in several measures of class performance. We also discuss more in-depth development of interpretation for the categorization construct via written artifacts from the problem solving exercise. |
| Abstract Type: | Contributed Poster Presentation |
Author/Organizer Information | |
| Primary Contact: |
Andrew J. Mason Department of Physics and Astronomy, University of Central Arkansas |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
