PERC 2019 Abstract Detail Page
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| Abstract Title: | Investigating the impact of question style on the resources that students use in written responses: an example from mechanical pulse reflection |
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| Abstract: | The resources theoretical framework models thinking as the activation of pieces of knowledge that are context-sensitive. In this poster, we illustrate that in the context of mechanical pulse reflection, students seem to use different kinds of ideas to answer different kinds of conceptual physics questions. In a preliminary study, we analyzed written responses to questions about reflection of mechanical pulses, from students from three universities. Some of these responses rely on principles or rules for superposition and reflection or problem-solving steps, while other responses rely on ideas about forces, energy, and motion. Our preliminary results suggest that questions that ask students to predict an outcome of some physical process more commonly elicit principles, rules, and procedures, while questions that ask students to explain a given outcome more commonly elicit ideas about forces, energy, and motion. This kind of context-sensitivity may have implications for the design of research and instruction. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session II |
| Poster Number: | B69 |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Lisa M. Goodhew University of Washington - Seattle 3910 15th Ave NE Seattle, WA 98195 Phone: 3035878579 |
| Co-Author(s) and Co-Presenter(s) |
Amy D. Robertson, Seattle Pacific University Paula R. L. Heron, University of Washington - Seattle Rachel E. Scherr, University of Washington - Bothell |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
