PERC 2018 Abstract Detail Page
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| Abstract Title: | Visualizing patterns in CSEM responses to assess student conceptual understanding |
|---|---|
| Abstract: | The Conceptual Survey of Electricity and Magnetism (CSEM) has been utilized to measure learning gains in electricity and magnetism physics courses, where students' overall scores on the CSEM are typically used for analysis. However, such comparisons do not identify particular content or concepts that are learned or misunderstood by students from the course. To address this issue, we have generated network-like graphs for each question, where responses at pretest and posttest are represented by nodes connected with edges to display how student answers changed before and after instruction. We will present preliminary data from CSEM responses from over 1600 students across 10 semesters of both traditional and active learning classrooms. We visualize and quantify response patterns from classes to better diagnose student reasoning and potential misconceptions which may be prevalent even after instruction. Unique quantitative methods can also be used to compare class performance on individual questions. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session I |
| Poster Number: | A90 |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Ryan Tapping Cornell University 142 Sciences Dr Clark Hall, Room BE07 Ithaca, NY 14853 Phone: 2177226186 |
| Co-Author(s) and Co-Presenter(s) |
G. Peter Lepage, Cornell University Tomás Arias, Cornell University N. Holmes, Cornell University |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
