home - login - register

PERC 2019 Abstract Detail Page

Previous Page  |  New Search  |  Browse All

Abstract Title: Investigating students' mixtures of expert-like and incorrect knowledge of physical science
Abstract: Using multiple-choice responses of N=24630 middle school physical science students to distractor-driven questions covering the NRC physical science standards, we analyzed the patterns of correct and incorrect responses to better understand the kind of knowledge commonly brought into the classroom by students. By studying how correct, expert-like answers are associated with common incorrect answers (whether due to misconceptions, preconceptions, or primitives), we hope to help teachers better assess their students' reasoning, and understand the foundation on which their knowledge is being built.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session II
Poster Number: B87

Author/Organizer Information

Primary Contact: Jacqueline Doyle
Center for Astrophysics | Harvard & Smithsonian
and Co-Presenter(s)
Philip M. Sadler, Center for Astrophysics | Harvard & Smithsonian
Gerhard Sonnert, Center for Astrophysics | Harvard & Smithsonian