PERC 2016 Abstract Detail Page
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| Abstract Title: | Non-Traditional Student Status, Conceptual Gains and Centrality in Introductory Physics |
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| Abstract: | As classrooms transition from traditional to cooperative learning environments, the effectiveness of the model generates questions. Does this model equally benefit all students? How do non-traditional students' gains in conceptual knowledge compare to those of traditional students? Do non-traditional students' social differences (such as age, employment status, family life, etc.) affect the amount of learning they do in the course or their tendency to form collaborative ties with other students? In several sections of introductory calculus-based physics, an online social network survey gathered data about student connections and the Force Concept Inventory (FCI) was utilized as a pre- and post-course diagnostic to determine conceptual gains. The network was plotted and several centrality measures were calculated. The FCI score gains were correlated to each of the centrality values. Non-traditional and traditional student data subsets were compared to determine if any significant differences between the two groups' results were present. |
| Abstract Type: | Contributed Poster Presentation |
Author/Organizer Information | |
| Primary Contact: |
Emily Sandt Wright State University |
| Co-Author(s) and Co-Presenter(s) |
Adrienne L. Traxler, Sarah T. Hierath |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
