PERC 2019 Abstract Detail Page
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| Abstract Title: | Network analysis of reasoning chain tasks to test theoretical perspectives* |
|---|---|
| Abstract: | There are many theoretical perspectives from which one can model the dynamics of student reasoning. Methodologies capable of generating data in support of or in contradiction to specific perspectives may be useful in guiding further theoretical developments. As part of a larger effort aimed at investigating and assessing student reasoning skills, we have recently developed a novel methodology combining network analysis with online reasoning chain construction tasks. In these tasks, students are provided with reasoning elements (i.e., true statements about the physical situation, correct concepts, and mathematical relationships) and are asked to assemble them into an argument to answer a specified physics problem. This poster will illustrate the role that this methodology may play in identifying patterns which yield insight into various theoretical reasoning constructs. * This material is based upon work supported by the National Science Foundation under Grant Nos. DUE-1431857, DUE-1431541, DUE-1431940, DUE-1432765, DUE-1432052, and DRL-0962805. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session II |
| Poster Number: | B72 |
Author/Organizer Information | |
| Primary Contact: |
J. Caleb Speirs University of New England Biddeford, ME |
| Co-Author(s) and Co-Presenter(s) |
MacKenzie R. Stetzer, University of Maine Beth A. Lindsey, Penn State Greater Allegheny |
