PERC 2016 Abstract Detail Page
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| Abstract Title: | Using contrasting cases to develop student metacognitive knowledge about salient distracting features in physics problems |
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| Abstract: | Student reasoning on physics problems is often context dependent. A possible explanation for this phenomenon is that salient distracting features (SDFs) in physics problems may cue students' "spontaneous" reasoning. This cued reasoning is typically accepted without question, even though it may be unproductive and may preclude the use of relevant knowledge. Research suggests that strengthening students' metacognition may help address these difficulties. The present study employs contrasting cases to develop student metacognitive knowledge (MK) about reflecting on why and how SDFs can influence thinking when answering physics problems. In this investigation, the learning of the MK was compared under two conditions: (1) synthesizing contrasting cases and (2) processing contrasting cases separately. Results indicated that synthesizing sets helped students to recognize and apply the MK more effectively than processing sets individually. The findings suggest that the synthesis of contrasting cases may be an effective approach to helping students build relevant MK. |
| Abstract Type: | Contributed Poster Presentation |
Author/Organizer Information | |
| Primary Contact: |
Thanh K. Le University of Maine |
| Co-Author(s) and Co-Presenter(s) |
Jonathan T. Shemwell, University of Maine MacKenzie R. Stetzer, University of Maine |
