PERC 2019 Abstract Detail Page
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| Abstract Title: | Assessing the longitudinal impact of IPLS on student reasoning |
|---|---|
| Abstract: | Although we have found that students in our Introductory Physics for Life Science (IPLS) course describe physics as more relevant to their primary interests than do their counterparts in a traditional introductory physics environment, we do not yet know whether these students subsequently apply the physics they have learned in later biology coursework. That is, we have yet to determine whether IPLS courses better prepare life science students to use physical reasoning in other contexts. In this poster, we presesent preliminary findings from the first two years of an exploratory study comparing the reasoning exhibited by IPLS and non-IPLS students enrolled in upper level biology courses. We analyze student written work obtained from these biology courses, and data collected from think-aloud interviews of students enrolled in them. We present the ways in which different physics backgrounds appear to influence student reasoning, and the challenges inherent in a longitudinal interdisciplinary study. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session III |
| Poster Number: | C19 |
Author/Organizer Information | |
| Primary Contact: |
Nathaniel Peters Hopkins School |
| Co-Author(s) and Co-Presenter(s) |
Haley Gerardi, Lake Forest High School Aqil MacMood, Swarthmore College Catherine H. Crouch, Swarthmore College Benjamin D. Geller, Swarthmore College |
