PERC 2018 Abstract Detail Page
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Abstract Title: | Effect of peer-review on development of students' problem-solving abilities |
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Abstract: | We have investigated the effect of peer-review on the development of students' problem-solving abilities in an introductory physics course. Specifically, we report the results of a multiple-group pre/post-test quasi-experiment comparing two groups receiving different treatments with respect to activities completed after collaborative group problem-solving (CGPS) sessions. Both the treatment and control groups received identical instruction in lecture and CGPS discussion sections. Individual student problem solutions submitted online were evaluated via a validated problem-solving process rubric that was supplied to all participants at the beginning of the course. The treatment group completed rubric-based peer-review online for three randomly selected students, whereas the control group did not. Reliability-corrected analysis of covariance showed that the treatment group demonstrated greater post-treatment problem-solving process compared to the control. There was no significant difference with respect to the control group in content knowledge gains as measured by the Force Concept Inventory. |
Abstract Type: | Contributed Poster Presentation |
Session Time: | Poster Session I |
Poster Number: | A16 |
Contributed Paper Record: | Contributed Paper Information |
Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
Primary Contact: |
Taylor Crouch Physics Department, University of Nebraska Omaha 6001 Dodge Street Department of Physics Omaha, NE 68182 |
Co-Author(s) and Co-Presenter(s) |
Christopher Moore, Physics Department, University of Nebraska Omaha |