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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
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