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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
and Co-Presenter(s)
Haley Gerardi, Lake Forest High School
Aqil MacMood, Swarthmore College
Catherine H. Crouch, Swarthmore College
Benjamin D. Geller, Swarthmore College