PERC 2019 Abstract Detail Page
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| 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 |
| Co-Author(s) and Co-Presenter(s) |
Philip M. Sadler, Center for Astrophysics | Harvard & Smithsonian Gerhard Sonnert, Center for Astrophysics | Harvard & Smithsonian |
