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PERC 2018 Abstract Detail Page

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Abstract Title: Using a Student-Authored Problem Assignment as a Bridge from Instruction to Practice
Abstract: A pilot study in Spring, 2018 explored the impact of a novel homework structure on students' performance in a second-semester, algebra-based physics course.  In addition to the typical weekly homework problem sets, students turned in problems they had written. Working in groups, students were asked to create new problems by modifying example problems presented in class. The goal of the student-authored problem assignment was to allow students to explore in groups the possibilities for what could be asked for a particular type of physics problem.  Student feedback on the homework structure suggests that explicitly broadening students' awareness of the possible questions and scenarios within a type of physics problem can positively impact their performance on problem-solving assessments like course exams. The poster will present exploratory analyses of the impact of this homework structure on student exam performance compared to a previous semester which used more traditional homework assignments.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session II
Poster Number: B9

Author/Organizer Information

Primary Contact: Raymond Chastain
University of Louisville