PERC 2016 Abstract Detail Page
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| Abstract Title: | Investigating student ability to follow and evaluate reasoning chains |
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| Abstract: | The effectiveness of scaffolded, research-based instruction in physics has been documented extensively in the literature. However, much less is known about the development of students' reasoning skills in these research-based instructional environments. As part of a larger collaborative project, we have been designing and implementing tasks to assess the extent to which introductory physics students are able to logically follow and evaluate hypothetical student reasoning chains in a variety of physics contexts. In some tasks, students are asked to infer the conclusions that would be drawn from different lines of reasoning articulated by hypothetical students. In other tasks, students are asked to rank, according to relative clarity, three different chains of reasoning articulated by hypothetical students. We will describe the development of these tasks and share preliminary results. |
| Abstract Type: | Contributed Poster Presentation |
Author/Organizer Information | |
| Primary Contact: |
William N. Ferm Jr. Presenter 214 Bennett Hall Orono, ME 04469 |
| Co-Author(s) and Co-Presenter(s) |
J. Caleb Speirs, MacKenzie R. Stetzer, University of Maine Beth A. Lindsey, Penn State Greater Allegheny |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
