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PERC 2017 Abstract Detail Page

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Abstract Title: Students of introductory college physics: who argue more and better?
Abstract: Students' content knowledge level is believed to be a significant factor affecting students' argumentation performance. Previous studies regarding this issue were mostly conducted through a qualitative approach. This study takes a quantitative approach to gauging the relationship between students' content knowledge and their argumentation performance. Eight argumentation items were designed and tested in a national survey study of introductory college physics students (N= 1694). The result validates five argumentation items and categories them into two constructs: perceived argumentation ability and agency. The multiple regression models indicate that students' content knowledge is not a significant predictor of either argumentation ability or agency. However, gender and physics career intentions are significant predictors of students' argumentation agency. Male students have higher argumentation agency than females. Likewise, students who intend careers in physics have higher argumentation agency than those who are less likely to intend such careers.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Jianlan Wang
Texas Tech University
3008 18th St.
Lubbock, TX 79409
Co-Author(s)
and Co-Presenter(s)
Zahra Hazari
Geoff Potvin