PERC 2018 Abstract Detail Page
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| Abstract Title: | Surprise! students don’t do special-case analysis when unaware of it |
|---|---|
| Abstract: | Special-case analysis - setting parameters to special values and checking that the answer is consistent with previously known results or physical intuitions – is a common strategy for reflecting on the correctness and meaning of answers to physics problems. We interviewed eleven calculus-based introductory physics students to learn about their use of such reflection strategies. Six of the students were enrolled in a reformed course where students were prompted to reflect on their homework solutions and five students were in a different course that did not prompt reflection. In the reformed course, checking special cases is specifically suggested in the homework instructions. During the interviews, none of the students performed a special-case analysis or were familiar with the strategy. We suggest that students need explicit instruction on how to do a special-case analysis if they are expected to perform it while reflecting on answers to physics problems. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session III |
| Poster Number: | C43 |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
MacKenzie Lenz Oregon State University 301 Weniger Hall Corvallis, OR 97331 Phone: 5036795071 |
| Co-Author(s) and Co-Presenter(s) |
Elizabeth Gire |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
