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Abstract Title: Pilot Testing Dichotomous Classification Questions for Assessing Student Reasoning
Abstract: Student reasoning remains an important research topic in physics education.  To study reasoning in a simple context we pilot tested short, dichotomous classification questions.   These questions present students with a physical situation and ask for classification as possible or impossible, followed by a logical justification and several Likert scale self-assessments.   The questions require reasoning, but can be figured out with one key idea, and one or two logical steps. We developed 16 questions and tested them in clinical interviews with 22 undergraduate students who have studied algebra-based or calculus-based physics through electricity and magnetism.   Using qualitative and quantitative analysis we seek evidence that these questions can help identify differences in reasoning with physics ideas along with strategies for using the questions to produce testable hypotheses about how subtle differences in questions can impact student reasoning.  This testing allows us to produce a useful tool for studying reasoning in physics education.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Christopher M. Nakamura
Saginaw Valley State University
7400 Bay Road
University Center, MI 48710
Phone: (989)964-4134
and Co-Presenter(s)
Meagan A. Donnelly, Rajani Muraleedharan, Marie Cassar

Contributed Poster

Contributed Poster: Download the Contributed Poster