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PERC 2016 Abstract Detail Page

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Abstract Title: The Effects of Formative Feedback in Introductory Physics
Abstract: An important focus of the Projects and Practices in Physics (P^3) classroom at Michigan State University 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 in P^3, students are provided with written feedback that is aimed at guiding the students in the appropriation of scientific practices. Through interviews, we examine student's reflections on their interpretation of the purpose of the feedback and what effect if any it had on their participation. Through observational analysis using video of the P^3 classroom, we also interpret the effect that feedback had on each group. By understanding how students respond to feedback, we can investigate how it aids in the appropriation of scientific practice and the development of an identity as a scientist.
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)
Kristy Griswold
Marcos "Danny" Caballero