PERC 2018 Abstract Detail Page
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Abstract Title: | Algebra-Based Students & Vectors: Can ijk Coaching Improve Arrow Subtraction? |
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Abstract: | Students in calculus- and algebra-based introductory physics courses have been shown to perform significantly better on vector addition and subtraction using ijk representation than identical tasks using an ``arrows-on-a-grid'' representation. Evidence supporting a knowledge hierarchy has been observed, with the ability to correctly solve ijk format questions necessary to correctly solving arrow format questions. The absence of explicit ijk instruction in typical algebra-based courses may exacerbate difficulties experienced by all physics students with vector addition and subtraction in the arrow representation in the algebra-based population. In this study we investigate to what degree a one-time online instructional intervention with feedback in the ijk format improves algebra-based students' ability to correctly answer questions in the arrow representation over a similar instructional intervention in the arrow format. Results and instructional implications will be discussed. |
Abstract Type: | Contributed Poster Presentation |
Session Time: | Poster Session III |
Poster Number: | C5 |
Contributed Paper Record: | Contributed Paper Information |
Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
Primary Contact: |
John B. Buncher North Dakota State University Department of Physics, PO Box 6050 Fargo, ND 58108-6050 Phone: 218-303-6935 |
Contributed Poster | |
Contributed Poster: | Download the Contributed Poster |