PERC 2019 Abstract Detail Page
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| Abstract Title: | Students’ Sensemaking Skills and Habits: Two Years Later |
|---|---|
| Abstract: | Recent efforts aim to make sensemaking instruction more explicit with the hope of having lasting impact on students' success in a broad range of physics settings. A sophomore-level theoretical mechanics course developed at Oregon State University emphasizes sensemaking on par with physics and math concepts. This emphasis includes explicit instruction and assessment of student sensemaking. We have found that student sensemaking improves during this course but were curious to see what lasting impacts the course has on students. Seven students were interviewed approximately two years after taking this course. We asked students about their current understanding and use of sensemaking and to what extent the course contributed to their sensemaking skills and habits. We found that students have a variety of ideas about what sense making is -- from answer-checking to how you understand anything -- but that they felt this sensemaking-focused course was instrumental in developing their sensemaking. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session III |
| Poster Number: | C55 |
Author/Organizer Information | |
| Primary Contact: |
MacKenzie Lenz Department of Physics, Oregon State University 301 Weniger Hall Corvallis, OR 97331 Phone: 5036795071 |
| Co-Author(s) and Co-Presenter(s) |
Paul J. Emigh, Department of Physics, Oregon State University, Corvallis, OR 97331 Kelby T. Hahn, College of Education, Oregon State University, Corvallis, OR 97331 Elizabeth Gire, Department of Physics, Oregon State University, Corvallis, OR 97331 |
