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Abstract Title: Engaging Students in Developing and Using Models through Assessments
Abstract: Recent national reports have elevated learning how to do physics to the same level of importance as learning the concepts of physics. By making these "scientific practices" more prominent in assessments, we hope to see a shift in students' focus toward the process of solving physics problems. Assessing scientific practices is important to determining if we, as educators, are facilitating students' abilities to engage in the process of science. We are investigating how assessments can be designed to engage students in the practice of Developing and Using Models. Using a think-aloud protocol we interviewed students while working on these assessments and analyze the interviews using Grounded Theory. We are looking at two questions: do students engage with the practice and do students get the problem correct? Observing students' engagement informs us how to develop assessments to engage students and how well we can assess practices.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session I
Poster Number: A97

Author/Organizer Information

Primary Contact: Katherine Ventura
Kansas State University
625 Northfield Road
Manhattan, KS 66502
Phone: 4783970902
and Co-Presenter(s)
James T. Laverty