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Abstract Title: Student Sense-Making on Homework in a Sophomore Mechanics Course
Abstract: When students solve physics problems, we hope that they use and interpret algebraic symbols in coordination with their conceptual understanding, their understanding of the geometric relationships, and their intuitions about the physical world. We call this process sense-making. "Plug-and-chug'' and "template" problem-solving strategies, which are common for many students, exclude sense-making. We have designed a mechanics course for sophomore undergraduate students that emphasizes sense-making and traditional physics content in equal measure. Sense-making is supported in all aspects of the course: during in-class activities, on augmented homework assignments, and on exams. While sense-making prompts on homework assignments are strongly scaffolded at the beginning of the course, these supports fade as the course progresses. At this poster, we discuss an analysis of students' homework solutions that focuses on the students' use of sense-making strategies.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Kelby T Hahn
Oregon State University
301 Weniger Hall
Corvallis, OR 97331
Co-Author(s)
and Co-Presenter(s)
Paul Emigh, Oregon State University
MacKenzie Lenz, Oregon State University
Elizabeth Gire, Oregon State University

Contributed Poster

Contributed Poster: Download the Contributed Poster