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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
and Co-Presenter(s)
MacKenzie R. Stetzer, University of Maine

Beth A. Lindsey, Penn State Greater Allegheny