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Abstract Title: Epistemological Resources and Sign Usage
Abstract: A qualitative investigation was conducted to determine the epistemological resources (Hammer & Elby, 2000) employed by introductory physics students while solving mathematics and physics problems during office hour sessions. These epistemological resources and their associated usage patterns were investigated by analyzing transcripts of students' think-aloud discussions. Data were grouped based on how distinct groups of students used signs in an energy conservation problem-solving context. Differences in physics and mathematics epistemological resource usage between participants in each sign usage group will be discussed.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Erin Scanlon
Texas State University