PERC 2018 Abstract Detail Page
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Abstract Title: | Investigating the Effects of Deliberate Practice on Introductory Physics Student Representation Skills |
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Abstract: | Expert physicists and novice students view the representations of physics problems differently; experts move between representations more quickly and strategically. This study tested whether deliberate practice could improve the development of representation skills for novice physics students. Over the course of a semester, in a randomized, controlled experimental design, introductory physics I students were given one of two practice conditions: deliberate practice, focusing on translating between verbal, diagrammatic, and mathematical representations of a problem; or solve-through practice, working problems from start to finish. All students practiced identifying the problem type (e.g. Newton's 2nd Law) in pre-exam review days. This poster will report results from an analysis of four exam scores over the semester with respect to experimental condition. |
Abstract Type: | Contributed Poster Presentation |
Session Time: | Poster Session I |
Poster Number: | A68 |
Author/Organizer Information | |
Primary Contact: |
Lacee Pyles University of Louisville |
Co-Author(s) and Co-Presenter(s) |
Campbell Bego, University of Louisville Raymond J. Chastain, University of Louisville Marci S. DeCaro, University of Louisville |