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Abstract Title: Investigating student reasoning chains via network analysis
Abstract: Students are often asked to construct qualitative reasoning chains during scaffolded, research-based physics instruction.  As part of an ongoing, multi-institutional effort to investigate and assess the development of student reasoning skills in physics, we have been designing tasks that probe the extent to which students can create and evaluate reasoning chains.  We have recently reported on a novel online "chaining" task in which students are provided with correct reasoning elements (i.e., true statements about the physical situation as well as correct concepts and mathematical relationships) and are asked to assemble them into an argument that they can use to answer a specified physics problem.  This poster will illustrate the role that network analysis techniques may play in extracting meaningful information about student reasoning from these chaining tasks.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: J. Caleb Speirs
University of Maine
Co-Author(s)
and Co-Presenter(s)
MacKenzie R. Stetzer, University of Maine
Beth A. Lindsey, Penn State Greater Allegheny
Eric Brewe, Drexel University